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िद�ली िव�िवालय UNIVERSITY OF DELHI

B. Sc. (Hons.) Zoology

(Effective from Academic Year 2019-20)

Revised Syllabus as approved by

Academic Council Date: No:

Executive Council Date: No:

Applicable for students registered with Regular Colleges, Non-Collegiate,

Women’s Education Board and School of Open Learning

2

Table of Content Page No.

Preamble 3

1. Introduction to Program-Zoology Department 4

2. Learning Outcome-based Curriculum Framework in Program 4

B.Sc. (Hons.) Zoology

2.1. Nature and Extent of the Program in B.Sc. (Hons.) Zoology 4

2.2. Aims of Bachelor Degree Program in B.Sc. (Hons.) Zoology 5

3. Graduate Attributes in B.Sc. (Hons.) Zoology 5

4. Qualification Descriptors for Graduates B.Sc. (Hons.) Zoology 6

5. Program Learning Outcomes for in B.Sc. (Hons.) Zoology 6

6. Structure of B.Sc. (Hons.) Zoology

6.1. Credit Distribution for B.Sc. (Hons.) Zoology 8

6.2. Semester-wise Distribution of Courses

7. Courses for Program B.Sc. (Hons.) Zoology 11

8. Acknowledgement 126

9. List of contributors and reviewers 127

3

Preamble

The objective of any program at Higher Education Institute is to prepare their students for

the society at large. The University of Delhi envisions all its programmes in the best

interest of their students and in this endeavour it offers a new vision to all its Under-

Graduate courses. It imbibes a Learning Outcome-based Curriculum Framework (LOCF)

for all its Under Graduate programs.

The LOCF approach is envisioned to provide a focused, outcome-based syllabus at the

undergraduate level with an agenda to structure the teaching-learning experiences in a

more student-centric manner. The LOCF approach has been adopted to strengthen

students’ experiences as they engage themselves in the program of their choice. The

Under-Graduate Programs will prepare the students for both, academia and

employability.

Each program vividly elaborates its nature and promises the outcomes that are to be

accomplished by studying the courses. The program also state the attributes that it offers

to inculcate at the graduation level. The graduate attributes encompass values related to

well-being, emotional stability, critical thinking, social justice and also skills for

employability. In short, each program prepares students for sustainability and life-long

learning.

The University of Delhi hopes the LOCF approach of the program B.Sc. (Hons.) Zoology

will help students in making an informed decision regarding the goals that they wish to

pursue in further education and life, at large.

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1. Introduction

The learning outcomes-based curriculum framework for a B.Sc. degree in Zoology is

structured to offer a broad outline within which a Zoology program could be developed.

The course is upgraded keeping in mind the aspirations of students, changing nature of

the subject as well as the learning environment. Courses within Zoology have been

revisited to incorporate recent advancements, techniques to upgrade the skills of learners.

The new structure is expected to enhance the level of understanding among students and

maintain the standard of Zoology degrees/program across the country. Effort has been

made to integrate use of recent technology and use of MOOCs to assist teaching-learning

process among students. This framework permits the review of graduate attributes,

qualification descriptors, program learning outcomes and course-level learning outcomes

periodically. The framework offers flexibility and innovation in syllabi designing and in

methods adopted for teaching- learning process and learning assessment. The major

objective is to elevate the subject knowledge of the students, making them critical

thinkers and able to solve problems and issues related to Zoology logically and

efficiently. Overall, this course has been modified to upgrade skills related to biological

science and provide our students a competitive edge in securing a career in academia,

industry, pharmaceutical research and development in private as well as public sectors.

2. Learning Outcome-based Curriculum Framework

2.1 Nature and Extent of the Program Zoology is broad subject encompassing classical and modern systemic aspects of animal

diversity, as well as contemporary subjects like Molecular Biology, Bioinformatics,

Biotechnology and Medical Diagnostics to foster comprehensive understanding about

various aspects of animal science. The scope of Zoology as a subject is wide-ranging.

The major areas of study within the discipline of Zoology are: Diversity of Non-

chordates and Chordates; Comparative Anatomy of Vertebrates; Cell Biology;

Biochemistry; Molecular Biology; Evolutionary Biology; Principles of Genetics;

Principles of Ecology and Physiology. Diversity of Non-chordates and Chordates deals

with the classification and adaptive diversity of animals from diverse phyla; Comparative

Anatomy of Vertebrates deals with structural comparisons among all vertebrates; Cell

Biology deals with the study of structure and functions of the cell; Biochemistry deals

with the study of chemical substances and vital processes occurring within the living

organisms; Molecular Biology deals with the nature of biological phenomena at the

molecular level; Evolutionary Biology studies the evolutionary processes that produced

the diversity of life on Earth, starting from a single common ancestor; Principles of

Genetics deals with the molecular structure and function of genes, and gene behavior in

context of a cell or organism; Principles of Ecology studies the structure and function of

nature; Physiology deals with the functions and activities of life or of living matter (such

as organs, tissues, or cells) and of the physical and chemical phenomena involved.

Degree program in Zoology deals with other topics that overlap with the areas outlined

above (Immunology; Parasitology; Basics of Neurosciences; Animal Behavior and

Chronobiology; Animal Biotechnology; Agrochemicals and Pest Management; Biology

of Insecta; Endocrinology; Computational Biology; Fish and Fisheries; Reproductive

Biology and Wildlife Conservation and Management); and that address the topics related

to applied fields (such as Apiculture; Aquarium Fish Keeping; Medical Diagnostics;

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Research Methodology and Sericulture). The applied topics include visits to industries,

fields or commercial culture units to get in-depth knowledge of the subject and also to

explore employment opportunities in the field. In addition, some interdisciplinary topics

are offered to students of other disciplines such as Animal Cell Biotechnology; Animal

Diversity; Aquatic Biology; Environment and Public Health; Exploring the Brain:

Structure and Function; Food, Nutrition and Health; Human Physiology and Insect

Vectors and Diseases.

2.2 Aim of Bachelor Degree Program Zoology is one of the most fundamental branches of biology studied at undergraduate

level. It helps to learn and understand the concepts regarding animal diversity to

appreciate the variability in relation to their morphology, anatomy and behaviour among

different animals. After studying this coures, our students will be more equipped to learn

and know about different human systems, their coordination and control. This course will

also provide an opportunity to understand their own evolution along with other animals.

They will be able to qualitatively and quantitatively analyse evolutionary parameters

using various bioinformatics and computational tools used in modern sciences. This will

provide them ample opportunities to explore different career avenues.

The Zoology degree program will also provide a platform to comprehend classical

genetics in order to understand distribution of different traits among populations, their

inheritance, ethnicity and correlate with contemporary and modern techniques like

genomics, metagenomics, genome editing and molecular diagnostic tools. Practical and

theoretical skills gained in this course will be helpful in designing different public health

strategies for social welfare. The course has been designed to provide in-depth knowledge

of applied subjects ensuring the inculcation of employment skills so that students can

make a career and become an entrepreneur in diverse fields of aquatic biology,

sericulture, apiculture etc. After completion of this course, students can contribute as

policy makers in wild life conservation, animal preservation and environment protection.

3. Graduate Attributes in B.Sc. (Hons.) Zoology Some of the characteristic attributes of a graduate in Zoology may include the following:

Disciplinary knowledge:Capable of demonstrating (i) comprehensive knowledge of

major concepts, theoretical principles and experimental findings in zoology and its

different subfields including biodiversity, anatomy, physiology, biochemistry,

biotechnology, ecology, evolutionary biology, cell biology, molecular biology,

immunology and genetics, and some of the other applied areas of study such as wildlife

conservation and management, apiculture, sericulture, neurosciences, aquatic biology,

fish and fisheries sciences, bioinformatics and research methods; (ii) Interdisciplinary

knowledge of allied biological sciences, environmental science and chemical science;

(iii) learning of the various techniques, instruments, computational software used for

analysis of animal’s forms and functions.

Effective communicator: Capability to convey the intricate zoological information

effectively and efficiently.

Critical thinker and problem solver: Ability to rationally analyze and solve the

problems related to animal sciences without relying on assumptions and guesses.

Logical thinking and reasoning: Capability of seeking solutions and logically solving

them by experimentation and data processing either manually or through software.

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Team spirit: Ability to work effectively in a heterogeneous team.

Leadership quality: Ability to recognise and mobilise relevant resources essential for a

project, and manage the project in a responsible way by following ethical scientific

conduct and bio-safety protocols.

Digitally literate: Capable of using computers for biological simulation, computation

and appropriate software for biostatistics, and employing search tools to locate, retrieve,

and evaluate zoology-related data.

Ethical awareness: Avoiding unethical behaviour such as fabrication, falsification or

misrepresentation of data or committing plagiarism, as well as appreciate environmental

and sustainability issues.

Lifelong learners: Capable of self-paced and self-directed learning aimed at personal

and social development.

4. Qualification Descriptors The qualification descriptors for a Bachelors’ Degree program in Zoology may include

the following:

Demonstrate a logical and consistent understanding of the broad concepts in Zoology, its

applications, and related interdisciplinary subjects

technical knowledge that produces varied types of professionals in the fields like

research and development, teaching, government and public sector service

Utilise wide-range knowledge, logical thinking and skills for evaluating problems and

issues related to zoology.

Collection of pertinent quantitative and/or qualitative data obtained from various sources/

experiments, and analysis of the data using appropriate research methodologies to

formulate evidence-based solutions.

Effective and precise communication of the investigations undertaken in a variety of

contexts using the major concepts, principles and techniques of the subject(s).

Meet one’s own learning desires, employing broad range of research and development

work and professional materials.

Apply one’s subject knowledge and skills to novel circumstances enabling to solve

complicated problems with evidence-based well-defined elucidations.

Demonstrate subject-related skills relevant to zoology-related jobs and employment

opportunities.

5. Program Learning Outcome Students enrolled in B.Sc. (Hons.) degree program in Zoology will study and acquire

complete knowledge of disciplinary as well as allied biological sciences. At the end of

graduation they should possess expertise which will provide them competitive advantage

in pursuing higher studies from India or abroad; and seek jobs in academia, research or

industries.

Students should be able to identify, classify and differentiate diverse chordates and non-

chordates based on their morphological, anatomical and systemic organization. They will

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also be able to describe economic, ecological and medical significance of various animals

in human life. This will create a curiosity and awareness among them to explore the

animal diversity and take up wild life photography or wild life exploration as a career

option. The procedural knowledge about identifying and classifying animals will provide

students professional advantages in teaching, research and taxonomist jobs in various

government organizations; including Zoological Survey of India and National

Parks/Sanctuaries.

Acquired practical skills in biotechnology, biostatistics, bioinformatics and molecular

biology can be used to pursue career as a scientist in drug development industry in India

or abroad. Our students will be acquiring basic experimental skills in various tecniques in

the fields of genetics; molecular biology; biotechnology; qualitative and quantitative

microscopy; enzymology and analytical biochemistry. These methodologies will provide

an extra edge to our students, who wish to undertake higher studies. In-depth knowledge

and understanding about comparative anatomy and developmental biology of various

biological systems; and learning about the organisation, functions, strength and

weaknesses of various systems will let student critically analyse the way evolution has

shaped these traits in human body.

Students undertaking skill enhancement courses like aquaculture, sericulture and

apiculture will inculcate skills involved in rearing fish, bees and silk moth which would

help them in starting their own ventures and generating self employment making them

successful entrepreneurs. Acquired skills in diagnostic testings, haematology,

histopathology, staining procedures etc. used in clinical and research laboratories will

provide them opportunity to work in diagnostic or research laboratory. Deep

understanding of different physiological systems and methods available to measure vital

physiological parameters and to comprehend the mechanism behind occurrence of

different life threatening diseasevia laboratory examination, assessment ofbasic

physiological functions by interpreting physiological charts will help to find their career

in these areas.

Students undertaking wild life management courses would gain expertise in identifying

key factors of wild life management and be aware about different techniques of

estimating, remote sensing and Global positioning of wild life. his course will motivate

students to pursue career in the field of wildlife conservation and management.

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6. Course Structure

6.1 Credit distribution for the course

Semester Course Opted Course Name Credits

I Ability Enhancement

Compulsory Course-I

English/Hindi/MIL

Communication/

Environmental

Science

4

Core Course-I Non-chordates I:

Protista to

Pseudocoelomates

4

Core Course-I Practical 2

Core Course-II Principles of

Ecology

4

Core Course-II Practical 2

Generic Elective -1 GE-1 4

Generic Elective -1

Practical/Tutorial

2

II Ability Enhancement

Compulsory Course-II

English/Hindi/MIL

Communication/

Environmental

Science

4

Core Course-III Non-chordates II:

Coelomates

4

Core Course-III Practical 2

Core course-IV Cell Biology 4

Core Course-IV Practical 2


Generic Elective -2 Practical 2

III Core Course-V Diversity of

Chordates

4

Core Course-V Practical 2

Core Course-VI Physiology:

Controlling and

Coordinating system

4

Core Course-VI Practical 2

Core Course-VII Fundamentals of

Biochemistry

4

Core Course-VII Practical 2

Skill Enhancement Course-1 SEC-1 4


9

Semester Course Opted Course Name Credits


IV Core Course-VIII Comparative

Anatomy of

Vertebrates

4

Course-VIII Practical 2

Core Course-IX Physiology: Life

Sustaining Systems

4

Course-IX Practical 2

Core Course-X Biochemistry of

Metabolic Processes

4

Core Course- X Practical 2

Skill Enhancement Course-2 SEC-2 4



V Core Course-XI Molecular Biology 4

Core Course-XI Practical 2

Core course-XII Principles of

Genetics

4

Core Course-XII Practical 2

Discipline Specific Elective -1 DSE-1 4

Discipline Specific Elective -1

Practical

2

Discipline Specific Elective -2 DSE-2 4

Discipline Specific Elective- 2

Practical

2

VI Core Course-XIII Developmental

Biology

4

Core Course-XIII Practical 2

Core course-XIV Evolutionary

biology

4

Core Course-XIV Practical 2

Discipline Centric Elective -3 DSE-3 4

Discipline Centric Elective -3

Practical

2

Discipline Centric Elective-4 DSE-4 4

Discipline Centric Elective -1

Practical

2

Total: 148

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6.2 Semester-wise Distribution of Courses

Sem Core Course (14) Ability

Enhancement

Compulsory Course

AECC (2)

Skill

Enhanceme

nt Course

SEC (2)

Discipline

Specific

Elective

DSE (4)

Generic

Elective

GE (4)

I Non-chordates I:

Protista to

Pseudocoelomates

English/Hindi/MIL

Communication/Env

ironmental Science

GE-1

Perspectives in

Ecology

II Non-chordates II:

Coelomates

English/Hindi/MIL

Communication/Env

ironmental Science

GE-2

Cell Biology

III Diversity of

Chordates

SEC -1 GE-3

Physiology:

Controlling and

Coordinating Systems

Fundamentals of

Biochemistry

IV Comparative

Anatomy of

Vertebrates

SEC -2 GE-4

Physiology: Life

Sustaining Systems

Biochemistry of

Metabolic Processes

V Molecular Biology DSE-1

Principles of Genetics DSE-2

VI Developmental

Biology

DSE -3 ,

Evolutionary Biology DSE-4

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7. Courses for B.Sc. (Hons.) Zoology

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ZH Core-I: Non-Chordates I: Protists to Pseudocoelomates

Course Learning Objective: The course would provide an insight to the learner about the existence of different life

forms on the Earth, and appreciate the diversity of animal life. It will help the student to

understand the features of Kingdom Animalia and systematic organisation of the animals

based on their evolutionary relationships, and structural and functional affinities. The

course will also make the students aware about the characteristic morphological and

anatomical features of diverse animals; economic, ecological and medical significance of

various animals in human life; and will create interest among them to explore the animal

diversity in nature.

Course Learning Outcome: Upon completion of the course, students should be able to:

• Learn about the importance of systematics, taxonomy and structural organization of

animals.

• Appreciate the diversity of non-chordates living in varied habit and habitats.

• Understand evolutionary history and relationships of different non-chordates through

functional and structural affinities.

• Critically analyse the organization, complexity and characteristic features of non-

chordates making them familiarize with the morphology and anatomy of

representatives of various animal phyla.

• Comprehend the economic importance of non-chordates, their interaction with the

environment and role in the ecosystem.

• Enhance collaborative learning and communication skills through practical sessions,

team work, group discussions, assignments and projects.

Course Content:

Theory [Credits: 4] 60 hrs

Unit 1: Introduction to Animalia 3 hrs

General Characteristics of Kingdom Animalia and Basis of Classification

Unit 2: Protista 17 hrs

General characteristics and Classification up to classes; Study of Euglena and

Paramecium

Life cycle and pathogenicity of Plasmodium vivax; Locomotion and Reproduction in

Protista

Unit 3: Porifera 7 hrs

Introduction to Parazoa; General characteristics and Classification up to classes; Study of

Sycon; Canal system in sponges

Unit 4 : Cnidaria 12 hrs

Introduction to Metazoa: General characteristics and Classification up to classes;

Metagenesis in Obelia; Polymorphism in Cnidaria; Corals and coral reefs

Unit 5: Ctenophora 3 hrs

General characteristics and Evolutionary significance

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Unit 6: Platyhelminthes 10 hrs

General characteristics and Classification up to classes; Life cycle and pathogenicity of

Fasciola hepatica and Taenia solium; Parasitic adaptations in Platyhelminthes

Unit 7: Nemathelminthes 7 hrs

General characteristics and Classification up to classes; Life cycle, and pathogenicity of

Ascaris lumbricoides; Parasitic adaptations in Nemathelminthes

Practical [Credits 2] 1. Study of whole mount of Euglena, Amoeba, Noctiluca, Paramecium, Binary fission in

Paramecium and Conjugation in Paramecium

2. Examination of pond water collected from different places to observe diversity in

Protista

3. Study of Sycon, Hyalonema, Euplectella, Spongilla, T.S. of Sycon, L.S. of Sycon

4. Study of Obelia, Physalia, Millepora, Aurelia, Tubipora, Corallium, Alcyonium,

Gorgonia, Metridium/Adamsia, Pennatula, Fungia, Meandrina, Madrepora, T.S. of

Metridium/Adamsia

5. One specimen/slide of any Ctenophore

6. Study of adult Fasciola hepatica, Taenia solium and their life stages (Slides/micro-

photographs)

7. Study of adult Ascaris lumbricoides and its life stages (Slides/micro-photographs)

8. To submit a Project Report on any related topic on life cycle of any one parasite or

pathogen/corals/coral reefs.

9. Examination of soil samples collected from different places to observe diversity in

nematodes

Note: Classification to be followed from “Barnes, R.D. (2006). Invertebrate Zoology, VII

Edition, Cengage Learning, India”

Teaching and Learning Process: Information and concepts about morphology, anatomy and physiology of non-chordates

will be imparted through classroom lectures to inculcate a conceptual base among the

students about the subject and through observations in nature through real

animals/preserved specimens/models. Hands-on exposure would be provided to the

students leading to more comprehensive learning. Blended learning using chalk-n-talk

method and e-learning using presentations, animations, simple animal model systems,

etc. would be used to enhance their conceptual understanding. Inquiry-based

collaborative learning environment through presentations, debates, group discussions, and

roundtables on the various aspects of non-chordate biology would be created to ensure

effective learning and understanding of the concepts. Field-based project activities have

been included to create interest among the students to study and explore the biology and

behaviour of non-chordates inculcating research aptitude. In addition, study of animals in

their natural habitat will improve the observation skills, data collection skills, critical

thinking and analytical skills of students. Furthermore, museology will give them a

comprehensive idea of structural features of non-chordates and the basis of classification.

Curriculum-related assignments would improve the reading, writing and abstracting skills

and enhance the critical thinking of the students.

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Assessment Methods: Various measures adopted will be as follows.

• Class Tests: Regular class tests will judge the grasp of the topics by the students. It

includes practice sessions as well as the ones during which students will be evaluated.

• Projects and Assignments: Individual/group projects will inculcate independent

thinking as well as the team work skills among the students.

• Regular Presentations: Presentations by the students on a particular topic will

enhance student’s learning and confidence. The presentations will be assessed based

on the content, novelty, explanation and response to queries raised by peers.

• Viva-voce: Viva-voce is another critical component of assessment of the practical

component of a course. Inquiry-based learning blended with hands-on learning will

develop critical thinking and competencies among students.

• Semester-end Examination: Semester-end examination and grading of students

based on their performance in the exams is an indicator of student’s learning

throughout the semester. Assessment of students through final exams analyses

comprehensive knowledge gained by each student comparatively.

Keywords: Acoelomates, Classification, Cnidaria, Ctenophora, Diploblastic, Helminths, Metazoa,

Parazoa, Porifera, Protista, Protostomia, Pseudocoelomates, Structural organization,

Symmetry, Triploblastic

Recommended Books: • Barnes, R.D. (2006). Invertebrate Zoology, VII Edition, Cengage Learning, India.

• Pechenik, J. A. (2015). Biology of the Invertebrates. VII Edition, McGraw-Hill

Education

*Note: Classification to be followed from “Barnes, R.D. (2006). Invertebrate Zoology,

VII Edition, Cengage Learning, India”

Suggested Readings: • Ruppert, E.E., Fox, R.S., Barnes, R. D. (2003). Invertebrate Zoology: A Functional

Evolutionary Approach. VII Edition, Cengage Learning, India

• Barnes, R.S.K., Calow, P., Olive, P.J.W., Golding, D.W. and Spicer, J.I. (2002). The

Invertebrates: A New Synthesis. III Edition, Blackwell Science

• Barrington, E.J.W. (2012). Invertebrate Structure and Functions. II Edition, EWP

Publishers

Online Tools and Web Resources: • Swayam (MHRD) Portal

• Animal Diversity (https://swayam.gov.in/courses/5686-animal-diversity)

• Advances in Animal Diversity, Systematics and Evolution

(https://swayam.gov.in/courses/5300-zoology)

• ePG Pathshala (MHRD)Module 10, 18, 19 of the paper P-08 (Biology of Parasitism)

https://epgp.inflibnet.ac.in/ahl.php?csrno=35

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ZH Core-II: Perspectives in Ecology

Course Learning Objective: The primary aim of the syllabus is to sensitize the students about the paramount role and

importance of Nature. The study of Ecology imparts us the knowledge about the

judicious use of existing ecological resources for sustainable development. Ecology is the

only branch of science which briefs us on the ways and means of living with nature for

mutual benefit. Study of ecology will provide students opportunity to understand its

practical aspects and helps them to solve many contemporary ecological issues such as

global warming, land degradation, habitat loss, desertification and pollution etc. The

hands-on experiences of laboratory will also enable students to understand the ecosystem

and ecology in a better way.


• Demonstrate an understanding of key concepts in ecology with emphasis on historical

perspective, role of physical factors and concept of limiting factors.

• Comprehend the population characteristics, dynamics, growth models and

interactions.

• Understand the community characteristics, ecosystem development and climax

theories.

• Know about the types of ecosystems, food chains, food webs, energy models, and

ecological efficiencies.

• Apply the basic principles of ecology in wildlife conservation and management.

• Inculcate scientific quantitative skills, evaluate experimental design, read graphs, and

analyse and use information available in scientific literature.

Course Content:


Unit 1: Introduction to Ecology 5 hrs

History and Scope of ecology, Autecology and synecology, Laws of limiting factors,

Study of physical factors: Temperature and Light

Unit 2: Population 24 hrs

Unitary and Modular populations; Unique and group attributes of population: Density,

natality, mortality, life tables, fecundity tables, survivorship curves, age ratio, sex ratio,

dispersal and dispersion; Exponential and logistic growth, equation and patterns, r and K

strategies, Population regulation; Density-dependent and independent factors; Population

interactions; Gause’s Principle with laboratory and field examples; Lotka-Volterra

equation for competition and predation; Functional and numerical responses

Unit 3: Community 12 hrs

Community characteristics: species richness, dominance, diversity, abundance, Guilds,

Ecotone and edge effect; Ecological succession with examples and types; Theories

pertaining to climax community.

Unit 4: Ecosystem 14 hrs

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Types of ecosystems with detailed study of any one: Forest Ecosystem, Pond or Lake

ecosystem, Mangrove and Coral reef ecosystem. Vertical stratification in Forest and

Aquatic ecosystem, Food chain: Detritus and grazing food chains, Linear and Y-shaped

food chains, Food web, Energy flow through the ecosystem, Ecological pyramids and

Ecological efficiencies, Nutrient and biogeochemical cycle with one example of Nitrogen

cycle

Unit 5: Applied Ecology 5 hrs

Ecology in wildlife conservation and management, Biodiversity types, Importance &

threats, Protected areas: National Parks, Bioreserves & Sanctuaries, Restoration ecology,

Global climate change and its mitigation

Practical [Credits: 2]

1. Study of life tables and plotting of survivorship curves of different types from the

hypothetical/real data provided 2. Determination of population density in a natural/hypothetical community by

quadrate method and calculation of Shannon-Weiner diversity index for the same

community

3. Study of an aquatic ecosystem: Phytoplankton and zooplankton, Measurement of

area, temperature, turbidity/penetration of light, determination of pH, and Dissolved

Oxygen content (Winkler’s method), Chemical Oxygen Demand and free CO2,

Alkalinity

4. Report on a visit to National Park/Biodiversity Park/Wildlife sanctuary

Teaching and Learning Process: The course involves four hours each of classroom teaching and laboratory activity per

week. Classroom work would include lectures based on textbook and scientific journal

readings. Lectures will consist of traditional board teaching as well as power point

presentations. Learning process will also include participatory activities like focused

group discussions, presentations by students, experience sharing, brainstorming and

project writing. Field trip activities to National parks and Eco-parks would complement

and enhance understanding of the course concepts and information about the wildlife and

its conservation. Laboratory work will provide students the first hands-on experience for

better understanding of the subject.

Assessment Methods: • Evaluation will determine the extent to which the students demonstrate desired

learning outcomes.

• Multiple assessment methods will be used as evaluation criteria which include

continuous assessment, assignments, tests, class presentations and mock tests.

• Project writing based on leanings from field trips will also be held for comparative

evaluation of students.

Keywords: Ecology, Community ecology, Population ecology, Biodiversity, Wildlife, Food Chain,

Food web, Food pyramids

17

Recommended Books: • Odum, E.P. (2008). Fundamentals of Ecology. Indian Edition. Brooks/Cole

• Robert Leo Smith. Ecology and field biology. Harper and Row publisher

Suggested Readings: • Krebs, C. J. (2001). Ecology. VI Edition. Benjamin Cummings.

• Ricklefs, R.E. (2000). Ecology. V Edition. Chiron Press.

18

ZH Core-III: Non-Chordates II: Coelomates

Course Learning Objective: The course would provide an insight to the learner about the existence of different life

forms on the Earth, and appreciate the diversity of animal life. It will help the student to

understand the features of Kingdom Animalia and systematic organisation of the animals

based on their evolutionary relationships, structural and functional affinities. The course

will also make the students aware about the characteristic morphological and anatomical

features of diverse animals; economic, ecological and medical significance of various

animals in human life; and will create interest among them to explore the animal diversity

in nature.


• Learn about the importance of systematics, taxonomy and structural organization of

animals.

• Appreciate the diversity of non-chordates living in diverse habit and habitats.

• Understand evolutionary history and relationships of different non-chordates through

functional and structural affinities.

• Critically think about the organization, complexity and characteristic features of non-

chordates.

• Getting familiarized with the morphology and anatomy of representatives of various

animal phyla.

• Comprehend the economic importance of non-chordates, their interaction with the

environment and role in the ecosystem.



Course Content:


Unit 1: Introduction to Coelomates 2 hrs

Evolution of coelom and metamerism

Unit 2: Annelida 14 hrs

General characteristics and Classification up to classes; Digestion, Excretion and

Reproduction in Annelida

Unit 3: Arthropoda 17 hrs

General characteristics and Classification up to classes, Classification of Insecta up to

orders

Vision and Respiration in Arthropoda; Metamorphosis in Insects; Social life in bees and

termites

Unit 4: Onychophora 2 hrs

General characteristics and Evolutionary significance

Unit 5: Mollusca 14 hrs

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General characteristics and Classification up to classes; Respiration in Mollusca; Torsion

and detorsion in Gastropoda; Pearl formation in bivalves

Unit 6: Echinodermata 11 hrs

General characteristics and Classification up to classes; Protective mechanisms in

echinoderms (Dermal skeleton, evisceration, autotomy); Water-vascular system in

Asteroidea; Larval forms in echinoderms

Practical [Credits: 2] 1. Study of Aphrodite, Nereis, Heteronereis, Sabella, Serpula, Chaetopterus, Pheretima,

Hirudinaria, Trochophore larva

2. Study of T.S. through pharynx, gizzard, and typhlosolar intestine of earthworm

3. Study of Limulus, Palamnaeus, Palaemon, Daphnia, Balanus, Sacculina, Cancer,

Eupagurus, Scolopendra, Julus, Bombyx, Periplaneta, termites, Apis, Musca,

Crustacean larvae (Any three)

4. Study of Peripatus

5. Study of Chiton, Dentalium, Pila, Doris, Helix, Unio, Patella, Ostrea, Pinctada,

Sepia, Octopus, Nautilus

6. Study of Pentaceros/Asterias, Ophiura, Clypeaster, Echinus, Cucumaria, Antedon

7. Study of mouth parts, digestive system and nervous system of Periplaneta*

8. Submit a Project Report on field study of the social behaviour of any insect

(bees/termites/ants/wasps) or behavioural pattern of earthworm in nature.

(*Subject to UGC guidelines)

Teaching and Learning Process: Information and concepts about morphology, anatomy and physiology of non-chordates

will be imparted not only through classroom lectures to inculcate a conceptual base

among the students about the subject but also through observations in nature and through

real animals/preserved specimens/models. Hands-on exposure would be provided to the

students leading to more comprehensive learning. Blended learning using chalk-n-talk

method and e-learning using presentations, animations, simple animal model systems,

etc. would be used to enhance their conceptual understanding. Inquiry-based

collaborative learning environment through presentations, debates, group discussions, and

roundtables on the various aspects of non-chordate biology would be created to ensure

effective learning and understanding of the concepts. Field-based project activities have

been included to create interest among the students to study and explore the biology and

behaviour of non-chordates inculcating research aptitude. In addition, study of animals in

their natural habitat will improve the observation skills, data collection skills, critical

thinking and analytical skills of students. Furthermore, museology will give them a

comprehensive idea of structural features of non-chordates and the basis of classification.

Curriculum-related assignments would improve the reading, writing and abstracting

skills; and enhance the critical thinking of the students.



includes practice sessions as well as the ones during which students will be evaluated.

20


thinking as well as the team work skills among the students. Assessment on the

participation of each student, analytical skills and project outcome will be held.

• Regular Presentations: Presentations by the students on a particular topic will enhance

student’s learning and confidence. The presentations will be assessed based on the

content, novelty, explanation and response to queries raised by peers.

• Viva-voce: Viva-voce is another critical component of assessment of the practical



• Semester-end Examination: Semester-end examination and grading of students based

on their performance in the exams is an indicator of student’s learning throughout the

semester. Assessment of students through final exams analyses comprehensive

knowledge gained by each student comparatively.

Keywords: Annelida, Arthropoda, Coelomates, Classification, Deuterostomia, Echinodermata,

Insecta, Metamerism, Metazoa, Mollusca, Onychophora, Structural organization,

Symmetry, Triploblastic

Recommended Books: • Barnes, R.D. (2006). Invertebrate Zoology, VII Edition, Cengage Learning, India.

• Pechenik, J. A. (2015) Biology of the Invertebrates. VII Edition, McGraw-Hill

Education

*Note: Classification to be followed from “Barnes, R.D. (2006). Invertebrate Zoology,

VII Edition, Cengage Learning, India”

Suggested Readings: • Ruppert, E.E., Fox, R.S., Barnes, R. D. (2003). Invertebrate Zoology: A Functional

Evolutionary Approach. VII Edition, Cengage Learning, India

• Barnes, R.S.K., Calow, P., Olive, P.J.W., Golding, D.W. and Spicer, J.I. (2002). The

Invertebrates: A New Synthesis, III Edition, Blackwell Science

• Barrington, E.J.W. (2012). Invertebrate Structure and Functions. II Edition, EWP

Publishers

Online Tools and Web Resources: • Swayam (MHRD) Portal

• Animal Diversity (https://swayam.gov.in/courses/5686-animal-diversity)

• Advances in Animal Diversity, Systematics and Evolution

(https://swayam.gov.in/courses/5300-zoology)

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ZH Core IV: Cell Biology

Course Learning Objective: The objective of the course is to help the students to learn and develop an understanding

of a cell as a basic unit of life. This course is designed to enable them to understand the

functions of cellular organelles and how a cell carries out and regulates cellular functions.

Course Learning Outcome: Upon completion of the course, students should to be able to:

• Understand fundamental principles of cell biology.

• Explain structure and functions of cell organelles involved in diverse cellular

processes.

• Appreciate how cells grow, divide, survive, die and regulate these important

processes.

• Comprehend the process of cell signalling and its role in cellular functions.

• Have an insight of how defects in functioning of cell organelles and regulation of

cellular processes can develop into diseases.

• Learn the advances made in the field of cell biology and their applications.

Course Content:


Unit 1: Overview of Cells 3 hrs

Prokaryotic and Eukaryotic cells, Virus, Viroids, Mycoplasma, Prions

Unit 2: Plasma Membrane 7 hrs

Various models of plasma membrane structures, Transport across membranes: active and

passive transport, facilitated transport; Cell-cell junctions, structures and functions: Tight

junctions, adherens junctions, gap junctions

Unit 3: Endomembrane System 12 hrs

Structure and Functions: Endoplasmic Reticulum, Golgi Apparatus, Lysosomes;

Endoplasmic Reticulum: Structure and functions, Signal Hypothesis, Vesicular transport

from ER to Golgi Apparatus; Golgi Apparatus: Structure and functions, Protein sorting

and transport from Golgi Apparatus; Vesicular transport: Coated Vesicles; Lysosomes:

Structure and functions;

Peroxisomes: Structure and functions.

Unit 4: Mitochondria 8 hrs

Structure, Semi-autonomous nature, Endosymbiotic hypothesis; Respiratory Chain,

Chemi-osmotic hypothesis and ATP Synthase.

Unit 5: Cytoskeleton 7 hrs

Structure and Functions: Microtubules, Microfilaments and Intermediate filaments.

Unit 6: Nucleus 8 hrs

Structure of Nucleus: Nuclear envelope, Nuclear pore complex, Transport of molecules

across nuclear membrane, Chromatin: Euchromatin, heterochromatin and packaging,

nucleosome, nucleolus

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Unit 7: Cell Division 8 hrs

Mitosis, Meiosis, Cell cycle and its regulation

Unit 8: Cell Signalling 7 hrs

Cell Signalling through GPCR and role of secondary messenger: cAMP and Protein

Kinase; apoptosis.

Practical [Credit: 2] 1. Principle of Light microscope, Phase Contrast Microscope and Electron microscope

and principle of cell fixation, staining and fractionation.

2. Preparation of temporary stained squash of onion root tip to study various stages of

mitosis.

3. Study the effect of colchicine on mitosis at 24 hrs and 48 hrs.

4. Study of various stages of meiosis.

5. Preparation of temporary stained mount to show the presence of Barr body in human

female blood cells/ cheek cells.

6. Cytochemical staining and Preparation of permanent slide to demonstrate:

(a) DNA by Feulgen reaction

(b) Mucopolysaccharides by PAS reaction

(c) Proteins by Mercuric Bromophenol Blue/Acid Fast Green.

Teaching Learning Process: • The teaching strategy will emphasize on problem-based learning to develop the

requisite knowledge, skills and learning attitude of the student.

• A variety of approaches to teaching-learning process, including lectures, seminars,

power point presentations, workshops, peer teaching/learning, assignments, project-

based learning, simulation videos, group or co-operative learning, book reviews,

research colloquium will be adopted to achieve this.

• Laboratory sessions will constitute an important part of the course along with its

theoretical background. The laboratory sessions will include pre-lab questions and

post-lab questions on start and completion of experiment. The experiments will be

presented in the form of laboratory reports, which will train the students to write and

formulate scientific text.

Assessment Methods: The assessment of students’ achievement in Cell Biology will be aligned with the course

learning outcomes.

• Continuous evaluation of learning by formative and diagnostic evaluation should be

followed.

• Project work, quiz, problem solving exercise, classroom assessment methods, closed-

book and open-book tests, problem-solving exercises, practical assignment, laboratory

reports, seminar presentation, viva voce interviews, computerized adaptive testing,

literature surveys and summative evaluations by end-semester examination etc. will

constitute the different components of the overall assessment.

Keywords: Cell organelles, cell membrane, cell junctions, endomembrane system, cytoskeleton,

mitosis, meiosis, cell signaling

23

Recommended Books: • Cooper, G.M., Hausman, R.E. (2009) The Cell: A Molecular Approach. V Edition,

ASM Press and Sinauer Associates.

• Becker, Kleinsmith, and Hardin (2009) The World of the Cell, VIII Edition,

Benjamin Cummings Publishing, San Francisco.

• Karp, G. (2010). Cell and Molecular Biology: Concepts and Experiments, VI

Edition, John Wiley & Sons Inc.

Suggested Readings: • De Robertis, E.D.P. and De Robertis, E.M.F. (2009) The Cell and Molecular Biology,

Lippincott Williams & Wilkins, Philadelphia.

• Bruce Albert, Bray Dennis, Levis Julian, Raff Martin, Robert Keith and Watson

James. (2008). Molecular Biology of the Cell, V Edition, Garland publishing Inc.,

New York and London.

Online Tools and Web Resources: • https://swayam.gov.in/course/150-cell-biology

• https://swayam.gov.in/courses/5173-biochemistry-and-cell-biology

• https://www.jove.com/science-education-library/9/cell-biology

• https://www.khanacademy.org/science/biology

24

ZH Core V: Diversity of Chordates

Course Learning Objective: The course is designed with an aim to provide scope and historical background of

chordates. It will impart knowledge regarding basic concepts of origin of chordates and

make the students understand the characteristics and classification of animals with

notochord. The exclusive phenomena in chordates like biting mechanism in snakes, flight

adaptations in birds etc. will be explained. The adequate explanation to the students

regarding various mechanisms involved in thriving survival of the animals within their

geographic realms will create interest among students.

Course Learning Outcome: Upon completion of the course, the students will be able to:

• Understand different classes of chordates, level of organization and evolutionary

relationship between different subphyla and classes, within and outside the phylum.

• Study about diversity in animals making students understand about their

distinguishing features.

• Appreciate similarities and differences in life functions among various groups of

animals in Phylum Chordata.

• Comprehend the circulatory, nervous and skeletal system of chordates.

• Know about the habit and habitat of chordates in marine, freshwater and

terrestrial ecosystems.

Course Content:


Unit 1: Introduction to Chordates 2 hrs

General characteristics and outline classification

Unit 2: Protochordata 9 hrs

General characteristics of Hemichordata, Urochordata and Cephalochordata; Study of

larval forms in protochordates; Retrogressive metamorphosis in Urochordata

Unit 3: Origin of Chordata 3 hrs

Dipleurula concept and the Echinoderm theory of origin of chordates,

Unit 4: Agnatha 2 hrs

General characteristics and classification of cyclostomes up to class

Unit 5: Pisces 9 hrs

General characteristics of Chondrichthyes and Osteichthyes, Classification up to order

Migration, Osmoregulation and Swim bladder in Fishes

Unit 6: Amphibia 6 hrs

Origin of Tetrapoda (Evolution of terrestrial ectotherms); General characteristics and

classification up to order; Parental care in Amphibians

Unit 7: Reptilia 7 hrs

25

General characteristics and classification up to order; Affinities of Sphenodon; Poison

apparatus and Biting mechanism in snakes

Unit 8: Aves 8 hrs

General characteristics and classification up to order; Archaeopteryx-- a connecting link;

Flight adaptations and Migration in birds

Unit 9: Mammals 7 hrs

General characters and classification up to order; Affinities of Prototheria; Adaptive

radiation with reference to locomotory appendages

Unit 10: Zoogeography 7 hrs

Zoogeographical realms, Plate tectonic and Continental drift theory, Distribution of

vertebrates in different realms


1. Protochordata: Balanoglossus, Herdmania, Branchiostoma, Colonial Urochordata,

Sections of Balanoglossus through proboscis and branchiogenital regions, Sections of

Amphioxus through pharyngeal, intestinal and caudal regions. Permanent slide of

Herdmania spicules

2. Agnatha: Petromyzon, Myxine

3. Fishes: Scoliodon, Sphyrna, Pristis, Torpedo, Chimaera, Mystus, Heteropneustes,

Labeo, Exocoetus, Echeneis, Anguilla, Hippocampus, Tetrodon/ Diodon, Anabas, Flat

fish

4. Amphibia: Ichthyophis/Ureotyphlus, Necturus, Bufo, Hyla, Alytes, Salamandra

5. Reptilia: Chelone, Trionyx, Hemidactylus, Varanus, Uromastix, Chamaeleon,

Ophiosaurus, Draco, Bungarus, Vipera, Naja, Hydrophis, Zamenis, Crocodylus; Key

for Identification of poisonous and non-poisonous snakes

6. Aves: Study of six common birds from different orders. Types of beaks and claws

7. Mammalia: Sorex, Bat (Insectivorous and Frugivorous), Funambulus, Loris,

Herpestes, Erinaceous.

8. Study of Weberian ossicles of Mystus, pecten from fowl head and brain of fowl

9. Power point presentation on study of any two animals from two different classes by

students

Teaching and Learning Process: • Animal pictures and models

• Related videos

• Power point presentations

• Maximizing interaction with students

• Mentoring

• Analysis of scientific articles

Assessment Methods: • Assignments

• Class test

• Viva-voce

• MCQs

• Paper presentations

26

• Continuous assessment

Keywords: Chordata, Origin, General characteristics, Classification, Protochordata, Agnatha,

Cyclostomes, Pisces, Tetrapoda, Amphibia, Reptiles, Aves, Mammals, Zoogeography

Recommended Books: • Young, J. Z. (2004). The Life of Vertebrates. III Edition. Oxford university press.

• Parker T.J. and Haswell W.A. Textbook of Zoology Vertebrates. VII Edition, Volume

II

• Pough H. Vertebrate life. VIII Edition, Pearson International.

Suggested Readings: • Darlington P.J. The Geographical Distribution of Animals, R.E. Krieger Pub. Co.

• Hall B.K. and Hallgrimsson B. (2008). Strickberger’s Evolution. IV Edition. Jones

and Bartlett Publishers Inc.

Online Tools and Web Resources: • https://www.khanacademy.org/science/biology/crash-course-bio-ecology/crash-

course-biology-science/v/crash-course-biology-123

• https://opentextbc.ca/biology2eopenstax/chapter/chordates/

• https://students.ga.desire2learn.com/d2l/lor/viewer/viewFile.d2lfile/1798/12815/

animals_print.html

27

ZH Core -VI: Physiology: Controlling and Coordinating

Systems

Course Learning Objective: Physiology is the study of life, specifically, how cells, tissues and organ function. It is a

core and fundamental scientific discipline that underpins the health and well-being of

living organisms. Besides satisfying a natural curiosity about how our body systems

function, it gives us knowledge about the functions of all the parts and systems of the

body. It is also of central importance in medicine and related health sciences. The course

has been designed to extend the fundamental or coherent understanding of the subject to

related disciplinary areas/subjects through understanding of normal body functions,

assisting in more effective treatment of abnormal or diseased states. It will equip students

with skill-based knowledge enabling them to undertake further studies in physiology and

related areas as well as in multidisciplinary subjects.

Course Learning Outcome:

Upon completion of the course, students will be able to:

• Know the basic fundamentals and understand advanced concepts so as to develop a

strong foundation that will help them to acquire skills and knowledge to pursue

advanced degree courses.

• Comprehend and analyze problem-based questions

• Recognize and explain how all physiological systems work in unison to maintain

homeostasis in the body and use of feedback loops to control the same

• Learn an integrative approach to understand the interactions of various organ systems

resulting in the complex overall functioning of the body. Synthesize ideas to make

connection between knowledge of physiology and real world situations, including

healthy life style decisions and homeostatic imbalances

• Know the role of regulatory systems viz. endocrine and nervous systems and their

amalgamation in maintaining various physiological processes.

Course Content:


Unit 1: Tissues 6 hrs

Structure, location, classification and functions of epithelial tissue, Connective tissue,

Muscular tissue and Nervous tissue

Unit 2: Bone and Cartilage 4 hrs

Histology of different types of bones and cartilages

Unit 3: Nervous System 12 hrs

Structure of neuron, Resting membrane potential, Origin of action potential and its

propagation across the myelinated and unmyelinated nerve fibers; Types of synapse,

Synaptic transmission, Neuromuscular junction; Physiology of hearing and vision.

Unit 4: Muscle 12 hrs

28

Histology of different types of muscle; Ultrastructure of skeletal muscle; Molecular and

chemical basis of muscle contraction; Characteristics of muscle twitch; Motor unit,

summation and tetanus

Unit 5: Reproductive System 8 hrs

Histology of testis and ovary; Physiology of male and female reproduction

Unit 6: Endocrine System 18 hrs

Histology of endocrine glands - pineal, pituitary, thyroid, parathyroid, pancreas, adrenal;

Hormones secreted by them and their physiological action; Classification of hormones;

Regulation of their secretion; Mode of hormone action - Signal transduction pathways for

steroidal and non-steroidal hormones

Practical [Credits: 2] 1. * Recording of simple muscle twitch with electrical stimulation (or Virtual)

2. Demonstration of the unconditioned reflex action (Deep tendon reflex such as knee

jerk reflex)

3. Preparation of temporary mounts: Squamous epithelium, Striated muscle fibres,Nerve

cells

4. Study of permanent slides of Mammalian skin, Cartilage, Bone, Spinal cord, Nerve

cell, Pituitary, Pancreas, Testis, Ovary, Adrenal, Thyroid and Parathyroid

5. Demonstration of technique of microtomy to have hands-on experience and learning

of the technique.

6. Submission of a Project report on Methods of Contraception in male and female.

7. (*Subject to UGC guidelines)

Teaching and Learning Process: The Learning Outcomes-Based Approach to curriculum planning and execution requires

that the teaching learning processes are oriented towards enabling students to attain the

defined learning outcomes relating to the courses within a programme. This, particularly

in the context of undergraduate studies, requires a significant shift from teacher centric to

learner/ student centric, pedagogies and from passive to active /participatory pedagogies.

Practical skills, including an appreciation of the link between theory and experiment will

constitute an important aspect of the teaching-learning process. Teaching methods will

include:

• Lectures supported by group tutorial work; invited lectures

• Practical and field-based learning;

• Use of prescribed textbooks and e-learning resources and other self-study materials;

• Project work

• Assignments, seminars, oral presentations

• Activities designed to promote the development of generic/transferable and subject

specific skills;

• Internships and visits to field sites and hospitals or other research facilities

• Guidance by the 'mentors' and specialists in the field etc.

Assessment Methods:

A variety of assessment methods will be used to assess progress towards the course

learning outcomes. Priority will be accorded to formative assessment. Progress towards

achievements of learning outcomes will be assessed using the following:

29

• Theory and practical examinations;

• Problem based assignments;

• Practical assignment, laboratory exercises and reports; observation of practical skills;

• Individual project reports (case-study reports); team project reports;

• Oral presentations, including seminar presentations; viva voce interviews;

• Peer and self-assessment, literature survey evaluations etc.

Keywords: Epithelial and connective tissues, Bones, Cartilage, Neuron, Membrane potential, Graded

potential, Synapse, Neuromuscular junction, Neurotransmitter, Skeletal muscle,

Sarcomere, Testes, Ovary, Endocrine glands, Hormones, Negative feedback mechanism,

Signal transduction pathway.

Recommended Books: • Tortora, G.J. and Grabowski, S. (2006) Principles of Anatomy & Physiology. XI

edition. John Wiley & Sons

• Vander, A., Sherman, J., and Luciano, D. (2014). Vander's Human Physiology: The

Mechanism of Body Function. XIII Edition, Mc Graw Hills.

Suggested Readings: • Ganong, W.F. (2019) Review of Medical Physiology. 26th Edition, Mc Graw-Hill

• Guyton, A.C. & Hall, J.E. (2006). Textbook of Medical Physiology. XI Edition.

Hercourt Asia PTE Ltd/W.B. Saunders Company

• Marieb, E.N. (1998) Human Anatomy and Physiology. IV Edition, Addison Wesley

Longman Inc.

• Bhatia,S. and Karup, V.T.K. (2008) Physiological mechanisms

Online Tools and Web Resources: • e portals like SWAYAM and http://nsdl.niscair.res.in

30

ZH Core-VII: Fundamentals of Biochemistry

Course Learning Objective: Biochemistry is to understand the core biological phenomena at the molecular level. The

aim of the course is to comprehend the fundamental principles of chemistry that govern

complex biological systems. The program is designed to enable a student acquire sound

knowledge of biochemistry and its practicable applicability. To make the study relevant,

interesting, encouraging to the students to join the industry or to prepare them for higher

studies including research. The new and updated syllabus is based on a basic and applied

approach to ensure that students develop problem solving skills, laboratory skills,

chemistry communication skills, team skills as well as ethics.

Course Learning Outcome: • Upon completion of the course, students should be able to: Gain knowledge and skill

in the fundamentals of biochemical sciences, interactions and interdependence of

physiological and biochemical processes.

• Get exposed to various processes used in industries and gain skills in techniques of

chromatography and spectroscopy.

• Demonstrate foundation knowledge in biochemistry; synthesis of proteins, lipids,

nucleic acids, and carbohydrates; and their role in metabolic pathways along with

their regulation.

• Know about classical laboratory techniques, use modern instrumentation, design and

conduct scientific experiments, and analyze the resulting data.

• Be knowledgeable in proper procedures and regulations in handling and disposal of

chemicals.

Course Content:


Unit 1: Carbohydrates 8 hrs

Structure and Biological importance: with emphasis on aldose, ketose, chiral centre,

polarised light and Fischer nomenclature, Cyclization reaction of glucose, anomers,

pyranose, furanose, glycosidic linkage; Reducing and non-reducing sugars:

monosaccharides, disaccharides, polysaccharides and Glycoconjugates

Unit 2: Lipids 8 hrs

Structure and Significance: Physiologically important saturated and unsaturated fatty

acids, Tri-acylglycerols, Phospholipids, Glycolipids, Steroids

Unit 3: Proteins 14 hrs

Amino acids: Structure, Classification and General properties of α-amino acids;

Physiological importance of essential and non-essential α-amino acids; Proteins: Bonds

stabilizing protein structure; Levels of organization in protein motifs, folds and domains;

Denaturation; Introduction to simple and conjugate proteins. Immunoglobulins: Basic

Structure,

Unit 4: Nucleic Acids 12 hrs

31

Structure: Purines and pyrimidines, Nucleosides, Nucleotides, Nucleic acids; Cot Curves:

Base pairing, Denaturation and Renaturation of DNA; Types of DNA and RNA,

Complementarity of DNA, Hypo-Hyperchromicity of DNA

Unit 5: Enzymes 18 hrs

Nomenclature and classification; Cofactors; Specificity of enzyme action; Isozymes;

Mechanism of enzyme action; Enzyme kinetics; Factors affecting rate of enzyme-

catalyzed reactions; Derivation of Michaelis-Menten equation, Concept of Km and

Vmax, Lineweaver-Burk plot; Multi-substrate reactions; Enzyme inhibition; Allosteric

enzymes and their kinetics; Regulation of enzyme reaction

Practical [Credits: 2] 1. To understand the preparation and roles of two important biological buffer systems:

phosphate and bicarbonate; Preparation of Buffers and determination of pH

2. Qualitative tests of functional groups in carbohydrates, proteins and lipids.

3. Quantitative Tests: Determination of Ascorbic acid – DCPIP method OR Estimation

of Calcium–Titrimetric method.

4. Paper chromatography of amino acids.

5. Action of salivary amylase under optimum conditions.

6. Effect of pH, temperature and inhibitors on the action of salivary amylase.

7. Demonstration of proteins separation by SDS-PAGE.

Teaching and Learning Process: At the end of the IV Semester, the UG student is expected to demonstrate clear

understanding of general concepts and fundamental biochemical principles; such as

structure/function of biomolecules metabolic pathways, regulation of biological and

biochemical processes through class room lectures and encourage interactive learning

with simulation studies including animations, presentations. Principles of various

biochemical techniques will be explained through advanced instrumentations. The data

will be analysed and interpreted with computer-assisted software. Project-based studies

will help students devise experiments independently.

Assessment Methods: • Continuous Assessment by regular class tests; Projects and Assignments both

individual/group projects to inculcate independent thinking as well as team work

among the students. Regular Presentations to be assessed based on the content,

novelty, explanation and response to queries.

• Online Assignment/Project Submission; Self-assessment through Quiz.

• Concept maps (Diagram with hierarchical nodes, labeled with concepts), Concept

(The instructor presents one or more questions during class along with several

possible answers), Oral/Poster Presentation.

• Use of free video recording tool and online video platform (such as PresentationTube;

http://presentationtube.com/). It helps to connect and train teachers and students to

record, publish, and share quality video tutorials.

Keywords: Carbohydrates, Lipids, Proteins, Enzymes, Amino acids, Nucleic acids, DNA, RNA,

Conjugates, Steroids

32

Recommended Books: • Cox, M.M and Nelson, D.L. (2008). Lehninger’s Principles of Biochemistry. V

Edition, W.H. Freeman and Co., New York.

• Berg, J.M., Tymoczko, J.L. and Stryer, L. (2007). Biochemistry. VI Edition, W.H.

Freeman and Co., New York.

• Murray, R.K., Bender, D.A., Botham, K.M., Kennelly, P.J., Rodwell, V.W. and Well,

P.A. (2009). Harper’s Illustrated Biochemistry. XXVIII Edition, International

Edition, The McGraw- Hill Companies Inc.

Suggested Reading: •••• Hames, B.D. and Hooper, N.M. (2000). Instant Notes in Biochemistry. II Edition,

BIOS Scientific Publishers Ltd., U.K.

•••• Watson, J.D., Baker, T.A., Bell, S.P., Gann, A., Levine, M. and Losick, R. (2008).

Molecular Biology of the Gene. VI Edition, Cold Spring Harbor Lab.Press, Pearson

Pub.

Online Tools and Web Resources: •••• CECGurukul (www.cec.nic.in)

•••• https://www.youtube.com/user/cecedusat/featured.

•••• National Institute of Science Communication and Information Resources (NISCAIR)

(http://www.niscair.res.in/) and National Science Digital Library (NSDL)

(www.nsdl.niscair.res.in).

•••• National Digital Library of India (NDL India; https://ndl.iitkgp.ac.in/).

33

ZH Core-VIII: Comparative Anatomy of Vertebrates

Course Learning Objective: The core course VIII ‘Comparative anatomy of vertebrates’ aims to provide the

undergraduate students a thorough knowledge of structural details and comparative

account of the different organ systems of the body from lower to higher vertebrates, and

protochordates, thus enabling them to appreciate the incredible vertebrate diversity. The

course furnishes an understanding of evolutionary basis of morphological and anatomical

differences as well as similarities that occur among vertebrates. It helps students propose

possible homology between structures, and understand how they evolved as the

vertebrates dwelled different habitats. The structural modifications of digestive,

circulatory, respiratory and skeletal system relates to the distribution of animals in their

different comfort zones of habitat and ecological niches. The understanding of anatomical

details of organ systems of mammals like rat and mice aims to gives the basic

information for their use in experimental and research studies in different branches of

zoology like immunology, medical zoology and reproductive biology etc.

Course Learning Outcome: • Upon completion of the course, students should be able to: Explain comparative

account of the different vertebrate systems

• Understand the pattern of vertebrate evolution, organisation and functions of various

systems.

• Learn the comparative account of integument, skeletal components, their functions and

modifications in different vertebrates.

• Understand the evolution of heart, modification in aortic arches, structure of

respiratory organs used in aquatic, terrestrial and aerial vertebrates; and digestive

system and its anatomical specializations with respect to different diets and feeding

habits.

• Learn the evolution of brain, sense organs and excretory organs to a complex, highly

evolved form in mammals;

• Learn to analyze and critically evaluate the structure and functions of vertebrate

systems, which helps them to discern the developmental, functional and evolutionary

history of vertebrate species.

• Understand the importance of comparative vertebrate anatomy to discriminate human

biology.

Course Content:


Unit1: Integumentary System 7 hrs

Structure and derivatives of integument, functions of skin.

Unit 2: Skeletal System 9 hrs

Outline of axial and appendicular skeleton: basic plan of bones of skull, girdles and

limbs. Classification of vertebrae, structure of a typical vertebra, Jaw suspensorium,

Visceral arches.

Unit 3: Digestive System 8 hrs

Alimentary canal and associated glands, dentition.

34

Unit 4: Respiratory System 8 hrs

Skin, gills, lungs and air sacs; Accessory respiratory organs.

Unit 5: Circulatory System 8 hrs

General plan of circulation, Evolution of heart and aortic arches.

Unit 6: Urinogenital System 6 hrs

Succession of kidney, Evolution of urinogenital ducts, Types of mammalian uteri.

Unit 7: Nervous System 8 hrs

Comparative account of brain; Autonomic nervous system, Spinal cord, Cranial nerves in

mammals

Unit 8: Sense Organs 6 hrs

Classification of receptors; Brief account of visual and auditory receptors in man

Practical [Credits: 2] 1. Study of placoid, cycloid and ctenoid scales of fishes through permanent

slides/photographs.

2. Study of different types of feathers of birds.

3. Disarticulated skeleton of Frog, Varanus, Fowl, Rabbit (Skull, Limb bones, Vertebral

Column, Sternum, Girdles, Ribs).

4. Carapace and plastron of turtle/tortoise.

5. Mammalian skulls: One herbivorous and one carnivorous animal.

6. Study of digestive, circulatory and urinogenital system of frog/rat through videos on

dissection or through virtual dissections.

7. Study of anatomical details of any two organs (brain, heart, lung, kidney, eye and ear)

through videos.

8. Project on modifications in skeletal structures/GI tract/Respiratory organs in

vertebrates.

9. Documentary film show on vertebrates/Visit to Zoo, Biodiversity park or Sanctuary.

Teaching and Learning Process: In order to ensure best understanding of concepts and learning of skills by students,

various strategies will be adopted to explore and compare the major vertebrate groups.

Class room lectures and crossover learning will provide a conceptual foundation to the

leaner and will bridge the informal learning to formal learning. Use of models and

computer-assisted learning by showing photographs/diagrams/models/animations/videos

will help to clarify theoretical as well as practical concepts, from referred textbooks and

E-resources available in NCBI, SWAYAM etc. Project work will encourage students to

undertake projects on certain topics like modifications in GI tract, appendages,

respiratory organs etc. with respect to different habitats. Peer teaching including

presentation and group discussions on various topics of vertebrate comparative anatomy

will allow effective participation of students in class room and develop confidence in

students. Computer-aided methods by showing virtual dissections (V-frog,VR frog ) or

videos of anatomy of circulatory, digestive and reproductive systems of frog and rat, will

provide an understanding of animal systems. Viewing documentary films or visiting

biodiversity parks, aquarium, sanctuaries and zoos will help students correlate the

35

anatomical changes in the vertebrates studied in the classroom with actual observation in

living animals. Assignments will improve the writing and abstracting skills of students.

Assessment Methods:

• Formative Assessment on regular basis: This includes putting up questions in order to

monitor student’s learning. Students are marked on the basis of continuous assessment

and end term exam.

• Continuous assessment: includes class test, assignment and attendance.

• Marks for the attendance: to maintain regularity in the class.

• Practical: provide a great opportunity to assess students for their understanding about a

concept lectured, and demonstrate activity in small groups. Additionally, regular

assessment of the practical skills gained by students can also be done.

• Summative Assessment: includes project reports, assignments, oral presentations, viva-

voce, evaluation of practical records, regular tests.

Keywords: Anatomy, integument, axial, appendicular, cranium, jaw suspensorium, pectoral and

pelvic girdle, visceral arches, dentition, air sacs, accessory respiratory receptors, visual,

cranial, spinal nerves,

Recommended Books: • Kardong, K.V. (2005) Vertebrate’s Comparative Anatomy, Function and Evolution. IV

Edition. McGraw-Hill Higher Education.

• Kent, G.C. and Carr R.K. (2000). Comparative Anatomy of the Vertebrates. IX Edition.

The McGraw-Hill Companies.

• Leiem C.F., Bermis W.E, Walker, W.F, Grande, L. (2001) Functional anatomy of the

vertebrates, An evolutionary perspective. III Edition, Brookes/Cole, Cengage Learning.

Suggested Readings: • C.K Weichert and W. Presch, Elements of Chordate Anatomy, IV Edition, McGraw-

Hill.

• Ronald G. Wolff, Functional Chordate Anatomy, CBS Publishers and distributors.

• Walter H.E.and Sayles L.P. Biology of Vertebrates. Khosla publishing house.

• Pough. H. Vertebrate Life. VIII Edition. Pearson International.

Online Tools and Web Resources: • SWAYAM (Functional anatomy and regulation of vision, hearing, taste, smell and

touch, Link - https://www.swayamprabha.gov.in/index.php/program/upcoming/9).

• SWAYAM (Structure of heart), Link-

https://www.swayamprabha.gov.in/index.php/program/archive/9.

• COURSERA (PALEONTOLOGY: Early vertebrate evolution, Link –

https://www.coursera.org/learn/early-vertebrate-evolution).

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ZH Core IX: Physiology: Life Sustaining Systems

Course Learning Objective: Physiology is the study of life, specifically, how cells, tissues and organ function. It is a

core and fundamental scientific discipline that underpins the health and well-being of

living organisms. Besides satisfying a natural curiosity about how our body systems

function, it gives us knowledge about the functions of all the parts and systems of the

body. It is also of central importance in medicine and related health sciences. The course

has been designed to apply the theoretical concept to the laboratory exercises for

acquiring skills of assessment and analysis. The fundamental or coherent understanding

of the subject will be extended to related disciplinary areas/subjects through

understanding of normal body functions, enabling more effective treatment of abnormal

or diseased states. The students will be equipped with skill-based knowledge to help them

undertake further studies in physiology and related areas as well as in multidisciplinary

subjects.


Upon completion of the course, students should be able to:

• Have a clear knowledge of basic fundamentals and understanding of advanced

concepts so as to develop a strong foundation that will help them to acquire skills and

knowledge to pursue advanced degree courses.

• Comprehend and analyse problem-based questions on physiological aspects.

• Recognize and explain how all physiological systems work in unison to maintain

homeostasis in the body; and use of feedback loops to control the same.

• Learn an integrative approach to understand the interactions of various organ systems

resulting in the complex overall functioning of the body.

Course Content:


Unit 1: Physiology of Digestion 16 hrs

Structural organization and functions of gastrointestinal tract and associated glands;

Mechanical and chemical digestion of food; Absorptions of carbohydrates, lipids,

proteins, water, minerals and vitamins; Hormonal control of secretion of enzymes in

Gastrointestinal tract.

Unit 2: Physiology of Respiration 12 hrs

Histology of respiratory tract; Mechanism of respiration, Pulmonary ventilation;

Respiratory volumes and capacities; Transport of oxygen and carbon dioxide in blood;

Dissociation curves and the factors influencing it; Carbon monoxide poisoning; Control

of respiration.

Unit 3: Renal Physiology 12 hrs

Structure of kidney and its functional Unit; Mechanism of urine formation; Regulation of

water balance; Regulation of acid-base balance

Unit 4: Blood 8 hrs

Components of blood and their functions; Structure and functions of haemoglobin;

Haemostasis: Blood clotting system, Kininogen Kinin system, Fibrinolytic system.

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Unit 5: Physiology of Heart 12 hrs

Structure of mammalian heart; Coronary circulation; Structure and working of

conducting myocardial fibers. Origin and conduction of cardiac impulses; Cardiac cycle;

Cardiac output and its regulation, Frank-Starling Law of the heart, nervous and chemical

regulation of heart rate. Electrocardiogram, Blood pressure and its regulation

Practical [Credits: 2] 1. Enumeration of red blood cells and white blood cells using haemocytometer

2. Estimation of haemoglobin using Sahli’s haemoglobinometer

3. Preparation of haemin and haemochromogen crystals

4. *Interpretation of recording of frog’s heart beat (in situ) under normal and

experimental conditions.

5. *Recording of blood pressure using a sphygmomanometer

6. Examination of sections of mammalian oesophagus, stomach, duodenum, ileum,

rectum liver, trachea, lung, kidney

7. Study of lung volumes and capacities by Spirometry; Comparison of normal

physiological and one pathological condition.

8. (*Subject to UGC guidelines)

Teaching and Learning Process: The Learning Outcomes-Based Approach to curriculum planning and execution requires

that the teaching learning processes are oriented towards enabling students to attain the

defined learning outcomes relating to the courses within a programme. This, particularly

in the context of undergraduate studies, requires a significant shift from teacher centric to

learner/ student centric, pedagogies and from passive to active /participatory pedagogies.

Therefore Planning for teaching becomes critical. Practical skills, including an

appreciation of the link between theory and experiment, will constitute an important

aspect of the teaching-learning process. Teaching methods will include:

• Lectures supported by group tutorial work; invited lectures

• Practical and field based learning;

• The use of prescribed textbooks and e-learning resources and other self-study

materials;

• Project work

• Assignments, seminars, oral presentations

• Activities designed to promote the development of generic/transferable and subject

specific skills;

• Internships and visits to field sites and hospitals or other research facilities

• Guidance by the 'mentors' and specialists in the field etc.

Assessment Methods: A variety of assessment methods will be used to assess progress towards the course

learning outcomes. Priority will be accorded to formative assessment. Progress towards

achievements of learning outcomes will be assessed using the following:

• Theory and practical examinations, Problem based assignments;

• Practical assignment, laboratory exercises and reports; observation of practical skills;

• Individual project reports (case-study reports); team project reports;

• Oral presentations, including seminar presentations; viva voce interviews;

• Peer and self-assessment, literature survey evaluations etc.

38

Keywords: Gastrointestinal Tract, Absorption, Respiratory Volumes and Capacities, Oxy-

haemoglobin curve, Nephron, Countercurrent mechanism, Acid -base Balance,

Haemostasis, Coronary circulation, Pacemaker, ECG, Cardiac cycle, Heart sounds,

Frank-Starling Law, Blood pressure.

Recommended Books: • Tortora, G.J & Grabowski, S(2006) Principles of Anatomy & Physiology, XI

edition.John Wiley & Sons

• Vander A, Sherman J, and Luciano D (2014). Vander's Human Physiology: The

mechanism of Body Function. XIII Edition, Mc Graw Hills.

Suggested Readings: • Ganong WF: Review of Medical Physiology 26

th ed Mc Graw-Hill,2019

• Guyton, A.C & Hall,J.E (2006).Textbook of Medical Physiology, XI Edition.

Hercourt Asia PTE Ltd/W.B. Saunders Company

• Marieb E.N. (1998) Human Anatomy and Physiology, 4th

Ed, Addison Wesley

Longman,Inc.

Online Tools and Web Resources: • e portals like SWAYAM

• Bhatia, S. and Karup VTK, 2008. Physiological mechanisms http://nsdl.niscair.res.in

39

ZH Core-X: Biochemistry of Metabolic Processes

Course Learning Objective: The program is designed to enable a student acquire sound knowledge of biochemistry

and its practicable applicability. Effort has been made to make the study relevant,

interesting and encouraging to the students to join the industry or to prepare them for

higher studies including research. The new and updated syllabus is based on a basic and

applied approach to ensure that students develop problem solving skills, laboratory skills,

chemistry communication skills, team skills as well as ethics.

Course Learning Outcome: Upon completion of the course, students will be able to

• Gain knowledge and skill in the interactions and interdependence of physiological

and biomolecules

• Understand essentials of the metabolic pathways along with their regulation.

• Know the principles, instrumentation and applications of bioanalytical techniques.

• Get exposure to various processes used in industries.

• Become aware about classical laboratory techniques, use modern instrumentation,

design and conduct scientific experiments and analyze the resulting data.

• Be knowledgeable in proper procedures and regulations in handling and disposal of

chemicals

Course Content:

Theory [Credits: 4] 60 hrs Unit 1: Overview of Metabolism 10 hrs

Catabolism vs. Anabolism, Stages of catabolism, Compartmentalization of metabolic

pathways; Errors in metabolism.

Unit 2: Carbohydrate Metabolism 16 hrs

Sequence of reactions and regulation of glycolysis, Citric acid cycle, Phosphate pentose

pathway, Gluconeogenesis, Glycogenolysis and Glycogenesis.

Unit 3: Lipid Metabolism 12 hrs

β-oxidation and omega-oxidation of saturated fatty acids with even and odd number of

carbon atoms and their regulation; Biosynthesis of palmitic acid; Ketogenesis.

Unit 4: Protein Metabolism 8 hrs

Catabolism of amino acids: Transamination, Deamination, Urea cycle; Fate of C-skeleton

of Glucogenic and Ketogenic amino acids.

Unit 5: Oxidative Phosphorylation 10 hrs

Redox systems; Review of mitochondrial respiratory chain: Electron carriers, sites of

ATP production, inhibitors and un-couplers of Electron Transport System, Oxidative

phosphorylation: structure of ATPase complex, Chemiosmotic hypothesis, mitochondrial

shuttle system and membrane transporters.

Unit 6: Liver as Major Metabolic Hub 4 hrs

40

Inter-connection of glucose-6-phosphate, pyruvate and acetyl-CoA; Fates of amino acids,

fatty acids and glucose in liver cells; Cascade of metabolic events in fasting and

starvation.

Practical [Credits: 2] 1. Estimation of total protein in given solutions by Lowry’s method.

2. Detection of SGOT and SGPT or GST and GSH in serum/ tissue

3. To study the enzymatic activity of Trypsin and Lipase.

4. Study of biological oxidation (SDH) [goat liver]

5. To perform the Acid and Alkaline phosphatase assay from serum/ tissue.

6. Dry Lab: To trace the labelled ‘C’ atoms of Acetyl-CoA till they evolve as CO2 in the

TCA cycle through models

7. To estimate the bilirubin by clinical method and to know the physiological

significance of the bilirubin

Teaching and Learning Process: At the end of the IV Semester, the UG student is expected to demonstrate clear

understanding of general concepts and fundamental biochemical principles; such as

structure/function of biomolecules metabolic pathways, regulation of biological and

biochemical processes through class room lectures and encourage interactive learning

with simulation studies including animations, presentations. Principles of various

biochemical techniques will be explained through advanced instrumentations. The data

will be analysed and interpreted with computer-assisted software. Project-based studies

will help students devise experiments independently.

Assessment Methods: • Continuous Assessment by regular class tests; Projects and Assignments both

individual/group projects to inculcate independent thinking as well as team work

among the students. Regular Presentations to be assessed based on the content,


• Online Assignment/Project Submission; Self-assessment through Quiz.

• Concept maps (Diagram with hierarchical nodes, labeled with concepts), Concept

(The instructor presents one or more questions during class along with several

possible answers), Oral/Poster Presentation.

• Use of free video recording tool and online video platform (such as PresentationTube;

http://presentationtube.com/). It helps to connect and train teachers and students to

record, publish, and share quality video tutorials.

Keywords: Metabolism, Catabolism, Anabolism, Oxidative phosphorylation, Electron Transport

System, ATPase, Liver, Fatty acids

Recommended Books: • Cox, M.M and Nelson, D.L. (2008). Lehninger Principles of Biochemistry. VEdition,

W.H. Freeman and Co., New York.

• Berg, J.M., Tymoczko, J.L. and Stryer, L. (2007). Biochemistry. VI Edition,W.H.

Freeman and Co., New York.

41

Suggested Readings: • Murray, R.K., Bender, D.A., Botham, K.M., Kennelly, P.J., Rodwell, V.W. and

Well, P.A. (2009). Harper’s Illustrated Biochemistry. XXVIII Edition, International

Edition, The McGraw-Hill Companies Inc.

• Hames, B.D. and Hooper, N.M. (2000). Instant Notes in Biochemistry, II Edition,

BIOS Scientific Publishers Ltd., U.K.

Online Tools and Web Resources: • CECGurukul (www.cec.nic.in) and their YouTube webpage

(https://www.youtube.com/user/cecedusat/featured)

• https://swayam.gov.in/courses/5638-biochemistry

42

ZH Core-XI: Molecular Biology

Course Learning Objective: The course aims to provide students with an introduction of the underlying molecular

mechanisms of various biological processes in cells and organisms. The study primarily

involves learning about structure and synthesis of deoxyribo- and ribo-nucleic acids

(DNA & RNA, respectively), formation of proteins, and regulation of gene expression.

The course aims to develop basic understanding of structure-function relationships of

nucleic acids and proteins.


Upon completion of the course, students will be able to:

• Describe the basic structure and chemistry of nucleic acids, DNA and RNA;

• Compare and contrast DNA replication machinery and mechanisms in prokaryotes

and eukaryotes.

• Elucidate the molecular machinery and mechanism of information transfer processes–

transcription (formation of RNA from DNA) and translation (formation of proteins

from RNA) - in prokaryotes and eukaryotes;

• Explain post-transcriptional modification mechanisms for the processing of

eukaryotic RNAs;

• Discuss general principles of transcription regulation in prokaryotes by exploring the

structure and function of lactose and tryptophan metabolism operons;

• Give an overview of gene expression regulation in eukaryotes;

• Explain the significance of DNA repair mechanisms in controlling DNA damage;

• Recognise role of RNAs (riboswitches, siRNA and miRNA) in gene expression

regulation.

• Demonstrate practical knowledge of raising, handling, maintenance and special

features such as antibiotic resistance of a simple prokaryotic model organism,

Escherichia coli.

• Quantitatively estimate concentration of DNA and RNA by colorimetric methods.

Course Content:



Salient features of DNA and types of RNA (mRNA, rRNA and tRNA); Watson and Crick

model of DNA

Unit 2: DNA Replication 12 hrs

DNA replication in prokaryotes and eukaryotes – replication machinery and mechanisms,

semi-conservative, bidirectional and semi-discontinuous replication, Replication of

circular and linear double stranded DNA, Replication of telomeres.

Unit 3: Transcription 10 hrs

Machinery and mechanism of transcription in prokaryotes and eukaryotes-RNA

polymerases, Transcription unit, Transcription factors, Synthesis of rRNA.

Unit 4: Translation 12 hrs

43

Genetic code, Degeneracy of the genetic code and Wobble hypothesis; Process of protein

synthesis in prokaryotes: Ribosome structure, fidelity of protein synthesis, aminoacyl-

tRNA synthetases and charging of tRNA; Proteins involved in initiation, elongation and

termination of polypeptide chain, Inhibitors of protein synthesis; Difference between

prokaryotic and eukaryotic translation.

Unit 5: Post Transcriptional Modifications and Processing of Eukaryotic RNA 4 hrs

Split genes: concept of introns and exons, splicing mechanism, alternative splicing, exon

shuffling, and RNA editing.

Unit 6: Gene Regulation 10 hrs

Transcription regulation in prokaryotes: Principles of transcriptional regulation with

examples from lac operon and trp operon; Overview of transcription regulation in

eukaryotes: Activators, repressors, enhancers, silencer elements; Gene silencing and

Genetic imprinting.

Unit 7: DNA Repair Mechanisms 2 hrs

Pyrimidine dimerization and mismatch repair.

Unit 8: Regulatory RNAs 4 hrs

Ribo-switches; RNA interference: miRNA and siRNA.

Practical [Credits: 2] 1. Study of Polytene chromosomes from Chironomous/ Drosophila larvae.

2. Preparation of liquid culture medium (LB) and raise culture of E. coli.

3. Preparation of solid culture medium (LB) and growth of E. coli by spreading and

streaking.

4. Estimation of the growth kinetics of E. coli by turbidity method.

5. Demonstration of antibiotic sensitivity/resistance of E. coli to antibiotic pressure and

interpretation of results.

6. Quantitative estimation of salmon sperm/calf thymus DNA using colorimeter

(Diphenylamine reagent) or spectrophotometer (A260 measurement).

7. To understand working of the lac operon in the presence/absence of lactose and/or

glucose by using simulations.

8. Study and interpretation of electron micrographs/ photograph showing: DNA

replication, Transcription, Split genes.

Teaching and Learning Process: It is important for any course to enhance conceptual understanding of the subject content

in the students, provide related hands-on training as well as aid in developing required

skill-set for making them advance towards a field of choice. Molecular Biology course is

designed in a manner to equip students with a strong foundation in molecular

mechanisms of biological processes which instigates a plethora of ideas in them that will

motivate them to pursue advance research. Practical exercises further provide them with

required basic molecular microbiology laboratory training that will build in them

confidence and make them competent to pursue advance research in this field in India or

abroad. Apart from the enriched content, use of teaching learning methodologies such as

active learning, inquiry-based learning, project learning, peer learning etc. in the

classrooms will help in developing higher order thinking skills of analysing, evaluating

44

and creating knowledge. Further usage of general and specific information &

communications technology (ICT) and digital tools such as projectors, simulations,

scientific games, mind maps, wikis etc, will make the teaching learning process most

rewarding an experience.

Assessment Methods: Any teaching method needs to be matched by an appropriate assessment that relates to

the objectives of the teaching. Thus, it is important to ensure that our molecular biology

curriculum matches the teaching that occurs and the assessments we make. Students may

or may not learn what is in the curriculum or what we teach, but they will learn what we

assess them.

• Assessment based on project work, quiz, problem solving exercise, practical

assignment, laboratory reports, presentation, viva-voce, computerized adaptive

testing, and literature surveys by end-semester examination etc. are reliable and valid

measure of a student's performance, and can be relatively easily used to assess the

final cumulative performance.

• It is also important to Identifies the focus areas required for individual student study

and ranks student performance.

Keywords: DNA, RNA, nucleic acids, replication, transcription, translation, RNA processing,

regulation of gene expression, lac operon, attenuation, splicing, RNA interference,

riboswitches.

Recommended Books: • Watson, J. D., Baker T.A., Bell, S. P., Gann, A., Levine, M., and Losick, R., (2008)

Molecular Biology of the Gene. VI edition. Cold Spring Harbour Lab. Press, Pearson

Pub.

• Becker, W.M., Kleinsmith, L.J., Hardin. J. and Bertoni, G. P. (2009). The World of

the Cell. VII Edition. Pearson Benjamin Cummings Publishing, San Francisco.

• Karp, G. (2010) Cell and Molecular Biology: Concepts and Experiments. VI Edition.

John Wiley and Sons. Inc.

Suggested Readings: • Cooper G. M. and Robert E. Hausman R. E. The Cell: A Molecular Approach, V

Edition, ASM Press and Sinauer Associates.

• Lewin B. (2008). Gene XI. Jones and Bartlett.

• Bruce Alberts, Alexander Johnson, Julian Lewis, Martin Raff, Keith Roberts, Peter

Walter: Molecular Biology of the Cell, IV Edition.

Online Tools and Web Resources: • https://swayam.gov.in/courses/5065-molecular-biology

• https://swayam.gov.in/courses/4916-molecular-biology

• https://www.youtube.com/user/cecedusat

45

ZH Core Course XII: Principles of Genetics

Course Learning Objective: Unknown to them, human beings had been applying the principles of genetics by

engaging in selective breeding of domesticated animals for many centuries. However, it

was only with the work of Mendel and advent of 20th

century, that basic principles of the

science of genetics were formulated. In about a century of its existence, this field has

generated tremendous amount of knowledge through observational and experimental

research. The information amassed in the last century has laid the foundation for more

discoveries in this important field of life science. This course aims to provide an

overview of genetics starting from the work of Mendel to the current understanding of

various phenomena like recombination, transposition, sex determination and mutations.

The course will help in building sound fundamental knowledge of the principles of

genetics, to be used as a stepping stone for higher studies and research in this field.

Course Learning Outcome: Upon completion of the course, students will be able to: • Have a deeper understanding of the varied branches of the biological sciences like

microbiology, evolutionary biology, genomics and metagenomics.

• Gain knowledge of the basic principles of inheritance.

• Analyse pedigree leading to development of analytical skills and critical thinking

enabling the students to present the conclusion of their findings in a scientific

manner. Know the mechanisms of mutations, the causative agents and the harmful

impact of various chemicals and drugs being used in day to day life.

• Find out the effects of indiscriminate use of various chemicals, drugs or insecticides

in nature by studying their effect on various bacterial species in soil and water

samples from different industrial or polluted areas.

Course Content:


Unit1: Mendelian Genetics and its Extension 10 hrs

Principles of inheritance, Incomplete dominance and co-dominance, Multiple alleles,

Lethal alleles, penetrance and expressivity, Epistasis, Pleiotropy, Sex-linked, sex-

influenced and sex-limited characters inheritance and concept of gene.

Unit 2: Linkage, Crossing Over and Chromosomal Mapping 10 hrs

Linkage and crossing over, Cytological basis of crossing over, Recombination frequency

as a measure of linkage intensity, Two factor and three factor crosses, Linkage map,

coefficient of coincidence and Interference, Gene mapping by Somatic cell hybridization.

Unit 3: Mutations 10 hrs

Types of gene mutations, Detection of mutations in Drosophila: CLB method, attached X

method. Mutagens: Physical and Chemical. Molecular basis of spontaneous and induced

mutations. Chromosomal aberrations: Variations in number and structure.

Unit 4: Sex Determination 5 hrs

46

Genetic and environmental basis of sex determination; Chromosomal mechanisms of sex

determination in Drosophila and Man; Mechanism of Dosage compensation.

Unit 5: Extra-chromosomal Inheritance 5 hrs

Comparison of nuclear and extra nuclear inheritance; Organelle inheritance: Antibiotic

resistance in Chlamydomonas, Mitochondrial mutations in Saccharomyces,

Mitochondrial mutations and human disorders, Infective heredity in Paramecium.

Maternal effects: Shell coiling in Limnaea, pigmentations in Ephestia.

Unit 6: Polygenic Inheritance 3 hrs

Polygenic inheritance with suitable examples and simple numerical.

Unit 7: Recombination in Bacteria and viruses 9 hrs

Conjugation, Transformation, Transduction in bacteria. Complementation test in

Bacteriophage.

Unit 8: Transposable Genetic Elements 8 hrs

Transposons in bacteria, Ty elements in yeast, Ac-Ds elements in maize and P elements

in Drosophila, Transposons in humans. Transposons as mutagens.


1. Simulation exercises using beads or seeds to study the Mendel’s laws and gene

interactions.

2. Verification of Mendelian ratios using Chi-square analysis/test.

3. Pedigree analysis.

4. Use of probability in solving problems in genetics.

5. Linkage maps based on data from conjugation.

6. Linkage maps based on data from Drosophila crosses.

7. Study of human karyotype (normal and abnormal).

Teaching and Learning Process: Lectures, using blackboard and power-point presentations will be delivered by the

teachers and the queries of students will be addressed after they have revised the topic.

Concepts can be clarified by giving assignments e.g. Constructing linkage maps,

pedigree analysis, probability calculation etc. As a part of peer learning, regular group

discussions will be held amongst the students to enhance their knowledge. In order too

develop a scientific temper and hone communication skills of students, power point

presentations, paper presentations and debates can be organized on various themes as

prescribed in the syllabus while focusing on the latest development in them. An essential

part of learning is through observation and experimentation. Thus, visit of students to labs

working in the field of genetics (e.g. Drosophila, Microbial genetics) can be organized.

Also, students can be encouraged to undertake internships in these labs so as to deepen

their interest in this field. Another essential way of learning is through the experience of

others. Lectures of researchers working in the field of Genetics can be organized to

update students about the latest developments in this field, so that they get motivation to

make a career in this highly versatile field of Biological sciences.

47

Assessment Methods: Students can be assessed by following methods for proper understanding of the subject.

• Problem solving assignments.

• Assessment of Case history projects to prepare pedigrees and find out the

probabilities of occurrence of diseases in next generations.

• Power point presentation evaluation on different topics.

• Holding debates and assessment for understanding of the subject.

• Multiple choice questions (Test) for assessing grasping of the topics.

• Laboratory visits to understand the research going on in the field of Genetics and to

submit reports.

Keywords: Mendelian inheritance, Multiple alleles, Penetrance, Epistasis, Pleiotropy, Gene,

Chromosomal mapping, Recombination, Interference, Mutations, Mutagens,

chromosomal aberrations, Sex determination, Dosage compensation, Nuclear inheritance,

Mitochondrial inheritance, Polygenic inheritance, Complementation, Transposons, Ty

elements, Ac-Ds elements.

Recommended Books: • Snustad, D.P., Simmons, M.J. (2009). Principles of Genetics. V Edition. John Wiley

and Sons In.

• Klug, W.S., Cummings, M.R., Spencer, C.A. (2012). Concepts of Genetics. X

Edition. Benjamin Cumming

• Pierce B. A. (2012). Genetics-A Conceptual Approach. IV Edition. W. H. Freeman

and Company

Suggested Readings: • Russell, P. J. (2009). Genetics- A Molecular Approach. III Edition. Benjamin

Cummings

• Griffiths, A.J.F., Wessler, S.R., Lewontin, R.C. and Carroll, S.B. Introduction to

Genetic Analysis. IX Edition. W. H. Freeman and Co.

• Gardner, E.J., Simmons, M.J., Snustad, D.P. (2008). Principles of Genetics. VIII

Edition. Wiley India

Online Tools and Web Resources: • https://swayam.gov.in/courses/4922-genetics-and-genomics

• https://swayam.gov.in/course/96-genetics

• https://www.coursera.org/learn/genetics-evolution

• https://onlinelearning.hms.harvard.edu/hmx/courses/hmx-genetics/

• https://learn.genetics.utah.edu/

48

ZH Core Course-XIII: Developmental Biology

Course Learning Objective: The main aim of the paper on Developmental Biology is to provide the undergraduate

students an in-depth knowledge on the embryonic and post embryonic developmental

processes. An important aspect of developmental biology is its implication in medicine

which is also dealt with in this course. The approach of this paper is to make the students

realize the most fascinating aspect of developmental biology that a single fertilized egg

can give rise to a fully developed complex organism. The course explains the basic

principles and concepts underlying the developmental processes at the cellular and

molecular level. To understand morphogenesis, the students are introduced to model

organisms like Sea urchin, Drosophila, Frog and Chick to study different types of eggs,

cleavage patterns and various morphogenetic movements during gastrulation leading to

formation of germ layers and their fate. By understanding the developmental processes,

the students can relate to errors occurring in during development leading to congenital

disorders and human diseases. The paper also addresses the problem of infertility in

humans and how to overcome this. The students are familiarized with the technique of

IVF and pre-diagnostic methods to identify any abnormality arising during development.

The students are made aware of the areas of great interest including stem cell therapy,

tissue engineering and regenerative medicine.


• Understand the events that lead to formation of a multicellular organism from a

single fertilized egg, the zygote.

• Acquire basic knowledge of the cellular processes of development and the molecular

mechanisms underlying these.

• Describe the general patterns and sequential developmental stages during

embryogenesis; and understand how the developmental processes lead to

establishment of body plan of multicellular organisms.

• Discuss the general mechanisms involved in morphogenesis and to explain how

different cells and tissues interact in a coordinated way to form various tissues and

organs.

• Understand about the evolutionary development of various animals.

• Know the process of ageing leading to interventions that can improve the overall

health and quality of life in aged people.

• Learn the importance of latest techniques like stem cell therapy, In Vitro fertilization

and amniocentesis etc. to be applied for human welfare.

• Develop the skill to raise and maintain culture of model system; Drosophila in the

laboratory.

Course Content:


Unit 1: Introduction 4 hrs

Historical perspective and basic concepts: Phases of development, Cell-Cell interaction,

Pattern formation, Differentiation and growth, Differential gene expression, Cytoplasmic

determinants and asymmetric cell division

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Unit 2: Early Embryonic Development 26 hrs

Gametogenesis, Spermatogenesis, Oogenesis; Types of eggs, Egg membranes;

Fertilization (External and Internal): Changes in gametes, Blocks to polyspermy; Planes

and patterns of cleavage; Types of Blastula; Fate maps (including Techniques); Early

development of frog and chick up to gastrulation; Embryonic induction and organizers

Unit 3: Late Embryonic Development 10 hrs

Fate of Germ Layers; Formation of neural tube, Extra-embryonic membranes in birds;

Implantation of embryo in humans, Placenta (Structure, types and functions of placenta)

Unit 4: Post Embryonic Development 11 hrs

Metamorphosis: Changes, hormonal regulations in amphibians and insects; Regeneration:

Modes of regeneration, epimorphosis, morphallaxis and compensatory regeneration (with

one example each); Ageing: Concepts and Theories

Unit 5: Implications of Developmental Biology 9 hrs

Teratogenesis: Teratogenic agents and their effects on embryonic development; In vitro

fertilization, Stem cell (ESC), Amniocentesis.


1. Study of whole mounts and sections of developmental stages of frog through

permanent slides: Cleavage stages, blastula, gastrula, neurula, tail-bud stage, tadpole

(external and internal gill stages)

2. Study of whole mounts of developmental stages of chick through permanent slides

(Hamburger and Hamilton Stages): Stage 3 (Intermediate Streak) - 13 hours, Stage 4

(Definitive Streak) - 18 hours, Stage 5 (Head Process) - 21 hours, Stage 7 - 24 hours,

Stage 8 - 28 hours, Stage10 - 33hours, Stage 11 - 40 hours, Stage 13 - 48 hours,

Stage 19 - 72 hours and Stage 24 - 96 hours of incubation

3. Demonstration of culture of chick embryo from fertilized eggs to study various

developmental stages.

4. Study of the developmental stages and life cycle of Drosophila from stock culture.

5. Study of different sections of placenta (photomicrographs/ slides).

6. Project report on Drosophila culture/chick embryo development.

7. A visit to Poultry Farm/IVF Centre

Teaching and Learning Process: Various teaching methodologies including: interactive lectures, classroom discussions

and practical exercises based on the theory paper will be employed. Video digital format

will be adopted to supplement theoretical lessons and lectures presented in the classroom

to stimulate discussion and increase learning. Students will be encouraged to access the e-

learning resources like Swayam, Coursera etc. so that the concepts are better understood

of the topics of developmental biology. Permanent slides/ photomicrographs/animations

will be used for better understanding of the development processes. Educational trips

such as visit to a poultry farm and dairy research institute will be conducted to enhance

their understanding of the theoretical concepts. Embryological models will be employed

to understand difficult concepts and relationships in development. Students can be

encouraged to undertake project work on maintaining culture of Drosophila to observe its

life cycle. Fertilized eggs of chick obtained from poultry farm can be incubated in the

laboratory to study the developmental stages. Students can be motivated to engage

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themselves in informal discussions on various topics outside the classroom. Topics of

developmental biology can be assigned for presentation so that the students improve

their oral skills. The students should be encouraged for thorough self-study by

encouraging them to refer to different books and on-line resources.

Assessment Methods: • Series of tests consisting of short answer questions prepared throughout the semester

related to the theory lectures.

• Group Assessment of the students distributed in small groups (3-4 students) to carry

out projects prepared throughout the semester.

• Continuous assessment of the students including marks for attendance, assignments

and class tests.

• Level of understanding and ability to answer questions by taking viva-voce as a part

of practical exam assessment.

• Evaluation of practical records, assignments and power point presentations.

Keywords: Sexual reproduction, Differentiation, Adherins, Cytoplasmic determinants, Morphogens,

Gametogenesis, Ovulation, Vitellogenesis, Graafian follicle, Embryo, Fetus, Fertilization,

Cleavage, Blastula, Gastrula, Epiboly, Emboly, Koller’s Sickle, Organogenesis,

Notogenesis, Somites, Neurula, Embryonic Induction, Extra Embryonic Membranes,

Placenta, Metamorphosis, Neoteny, Regeneration, Epimorphosis, Morphallaxis,

Blastema, Ageing, Senescence, Teratology, Teratogens, Stem Cells, In Vitro Fertilization

Recommended Books: • Gilbert, S. F. (2010). Developmental Biology. IX Edition, Sinauer Associates, Inc.

Publishers, Sunderland, Massachusetts, USA

• Balinsky B. I. and Fabian B. C. (2006). An Introduction to Embryology. VIII

Edition, International Thompson Computer Press.

• Slack, J.M.W. (2013) Essential Developmental Biology. III Edition, Wiley-

Blackwell.

Suggested Readings: • Wolpert, L. (2002). Principles of Development. II Edition, Oxford University Press.

• Kalthoff, K. (2001). Analysis of Biological Development. II Edition, McGraw Hill

Publishers.

• Carlson, B.M. (2007) Foundations of Embryology. VI Edition, Tata McGraw-Hill

Publishers.

• Arora, R. and Grover, A. (2018) Developmental Biology: Principles and Concepts. I

Edition, R. Chand & Company

Online Tools and Web Resources: • https://www.hhmi.org/biointeractive/human-embryonic-development

• https://www.khanacademy.org/science/biology/developmental-biology

• https://ocw.mit.edu/courses/biology/7-22-developmental-biology-fall-

2005/index.htm

• https://embryology.med.unsw.edu.au/embryology/index.php/Main_Page

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ZH Core Course XIV: Evolutionary Biology

Course Learning Objective: The study of evolutionary biology is essential for anyone who seeks to obtain an

understanding of life and natural world. It is a unifying thread which joins all organisms

from prokaryotes to highest of eukaryotes. This course emphasizes on the development of

evolutionary thought by dealing in general with the process and pattern of biological

evolution. On one hand it offers a chance to students to learn about deciphering evidences

ranging from fossil records to molecular data and arrange them to establish phylogenetic

relationships of species, while on the other it provides a platform to understand various

forces which bring about variations between populations of a species and cause them to

diversify into new species.

Course Learning Outcome: • Upon completion of the course, students should be able to:Acquire problem solving

and high order analytical skills by attempting numerical problems as well as

performing simulation studies of various evolutionary forces in action. • Apply knowledge gained, on populations in real time, while studying speciation,

behaviour and susceptibility to diseases.

• Gain knowledge about the relationship of the evolution of various species and the

environment they live in.

• Get motivated to work towards mitigating climate change so that well adapted

species do not face extinction as a result of sudden drastic changes in environment.

• Use knowledge gained from study of variations, genetic drift to ensure that

conservation efforts for small threatened populations are focused in right direction.

• Predict the practical implication of various evolutionary forces acting on the human

population in the field of human health, agriculture and wildlife conservation. • Use various software to generate interest towards the field of bioinformatics and

coding used in programming language.

Course Content:


Unit 1: Life’s Beginning 7 hrs

Chemogeny, RNA World, Biogeny, Origin of photosynthesis, Endosymbiotic theory

Unit 2: Historical Review of Evolutionary Concepts 4 hrs

Lamarckism, Darwinism, Neo-Darwinism

Unit: 3: Evidences of Evolution 12 hrs

Palaeontological: Fossils, formation, (Types, and dating); Geological time scale; Study of

horse phylogeny; Molecular: neutral theory of molecular evolution, Molecular clock,

Example of globin gene family, rRNA/cyt c; Phylogenetic trees: types, interpretation and

applications

Unit 4: Raw material for Evolution 6 hrs

Variations: Heritable variations and their role in evolution

Unit 5: Forces of Evolution: Qualitative studies 8 hrs

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Natural selection, Types of selection; kin selection, adaptive resemblances, sexual

selection. frequency dependent selection.

Unit 6: Forces of Evolution: Quantitative studies 6 hrs

Hardy-Weinberg Equilibrium: Statement, assumptions, derivation of the equation;

Derivation of equations for change in allelic frequencies in a population by evolutionary

forces upsetting H-W equilibrium; Natural selection (concept of fitness, selection

coefficient), genetic drift (founder’s effect, bottleneck phenomenon), migration and

mutation (genetic load).

Unit 7: Product of Evolution 8 hrs

Speciation: Micro-evolutionary changes (inter-population variations, clines, Ring species,

races), Species concept, Isolating mechanisms, Modes of speciation, Adaptive

radiation/macroevolution, Phyletic gradualism and punctuated equilibrium.

Unit 8: Loss of Biodiversity 3 hrs

Mass extinctions (events, causes and effects); Detailed explanation of K-T extinction

Unit 9: Origin and Evolution of Man 6 hrs

Unique hominin characteristics contrasted with primate characteristics, primate

phylogeny from Dryopithecus leading to Homo sapiens, molecular evidences in human

evolution.


1. Study of fossils from models/pictures.

2. Study of homology and analogy from suitable specimens.

3. Construction of cladograms based on morphological characters.

4. Construction of phylogenetic tree with the help of bioinformatics tools (Clustal X,

Phylip, MLK) and its interpretation.

5. Study of variations in a sample human population. Continuous variation:

Height/Weight in relation to age and sex.

6. Discontinuous variation: Ability/Inability to taste Phenylthiocarbamide.

7. Study and verification of Hardy-Weinberg Law by chi square analysis.

8. Demonstration of role of natural selection and genetic drift in changing allele

frequencies

using simulation studies.

Teaching and Learning Process: The traditional pedagogical methods employed in the field of evolutionary biology, while

building up on the information base of the students, do little to invoke a deep

understanding of the various forces, mechanisms and results of evolutionary process. To

inculcate a pattern of thinking which is inquisitive, scientific and focuses on seeking

relationships between various cause and effects, a constructive methodology of teaching

is required. While traditional lectures will be the foundation stone and walls of the

teaching process, the learning process will be accentuated by providing visual stimulus

through presentations which show pictorial evidence of evolution (fossils) and wildlife

movies which focus on topics like sexual selection and kin selection. Regular group

discussions amongst the students will enhance the learning to a great extent. Organising

workshops and seminars, where eminent scientists working in the field of evolution are

invited, will be a major step to draw attention of students towards the various possibilities

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in this field of biological science. Visits to lab working in the field of evolution (e.g.

microbial evolution) can be very fruitful for the young learners. The saying “Nature is the

best teacher” holds truest for the science of Evolutionary biology. One of the most

important aspects of learning will be covered when field visits are organised for students

to observe and study phenomenon like adaptive mimicry. A field visit to any Natural

History Museum or any Geology lab having a collection of fossils is a must to inculcate a

deeper understanding of the subject. While, field visits will definitely benefit the students,

equal, if not more benefit will be accrued by the use of Information and Communication

Technology. On one hand, students will be able to gain information about all the studies

being done in this field, while on the other, they can learn to use a number of programs

for establishing phylogenetic relationship between organisms. Various computer

programs which offer simulation of evolutionary forces like genetic drift, natural section

etc. can be used to enhance the learning in laboratory exercises.

Keywords: Chemogeny, RNA World, Darwinism, Neo Darwinism, Fossils, Molecular Evolution,

Phylogenetic Trees, Variations, Natural Selection, Mutation, Migration, Genetic Drift,

Speciation, Isolating Mechanisms, Mass Extinctions, Human Evolution

Recommended Books: • Ridley, M. (2004) Evolution. III Edition, Blackwell publishing

• Hall, B.K. and Hallgrimson, B. (2013). Evolution. V Edition, Jones and Barlett

Publishers.

• Douglas, J. Futuyma (1997). Evolutionary Biology. Sinauer Associates.

Suggested Readings: • Pevsner, J. (2009). Bioinformatics and Functional Genomics. II Edition, Wiley-

Blackwell

• Campbell, N.A. and Reece J.B. (2011). Biology. IX Edition. Pearson, Benjamin,

Cummings.

Online Tools and Web Resources • https://www.coursera.org/learn/molecular-evolution

• https://www.coursera.org/learn/genetics-evolution

• https://swayam.gov.in/courses/4062-environmental-biology-genetics-and-evolution

54

ZH DSE Course-I: Animal Behaviour and Chronobiology

Course Learning Objective: Animal Behaviour is the scientific study of the wild and wonderful ways in which

animals interact with each other, with other living beings, and with the environment in

which they live in. One important aspect pertaining to the studies on Animal Behaviour is

that it can be conducted anywhere and at any time, depending on the interest of the

researcher. Moreover, it is not confined to the four walls of the classroom or the

laboratory. The behavioural biology has high applied value and currently linked to

conservation biology, molecular biology, behavioural ecology and integrated pest

management. The chronobiology addresses some periodic and cyclic nature of various

life phenomenon occurring in living beings in nature. They often correlate with the

external environmental factors. Chronopharmacology, chronomedicine and

chronotherapy are some of the direct applications of chronobiology in human health. This

course aims to provide an overview of animal behaviour and chronobiology starting from

historical prospective to types of behaviours and their evolutionary significance. The

course also highlights types, mechanisms and importance of the biological rhythms and

biological clocks operating in the living organisms. This course will help the learners to

understand and appreciate different types of animal behaviours, their adaptive,

evolutionary and practical significance.

Course Learning Outcome: • Upon completion of the course, students should be able to:Understand types of

animal behaviour and their importance to the organisms.

• Enhance their observation, analysis, interpretation and documentation skills by

taking short projects pertaining to Animal behaviour and chronobiology.

• Relate animal behaviour with other subjects such as Animal biodiversity,

Evolutionary biology, Ecology, Conservation biology and Genetic basis of the

behaviour.

• Understand various process of chronobiology in their daily life such as jet lag.

• Learn about the biological rhythm and their application in pharmacology and modern

medicine.

• Realize, appreciate and develop passion to biodiversity; andy will respect the nature

and environment.

Course Content:


Unit 1: Introduction to Animal Behaviour 8 hrs

Origin and history of Ethology; Pioneers of Modern Ethology: Karl von Frisch, Ivan

Pavlov, Konrad Lorenz, Niko Tinbergen; Proximate and ultimate causes of behaviour;

Tools, Techniques and Methods used in studying animal behaviour

Unit 2: Patterns of Behaviour 10 hrs

Stereotyped behaviours (Orientation, Reflexes); Individual behavioural patterns; Instinct

versus Learned behaviour; Associative learning, Classical and Operant conditioning,

Habituation, Imprinting

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Unit 3: Social and Sexual Behaviour 15 hrs

Social Behaviour: Concept of Society; Communication and the senses (Chemical, Tactile,

Auditory, Visual); Altruism, Inclusive fitness, Hamilton’s rule; Insects’ society

(Example: Honey bee); Foraging in honey bee and advantages of the waggle dance.

Sexual Behaviour: Asymmetry of sex, Sexual dimorphism, Mate choice, Intra-sexual

selection (male rivalry), Inter-sexual selection (female choice), Courtship behaviour;

Parental care, sexual conflict in parental care.

Unit 4: Introduction to Chronobiology 6 hrs

Historical developments in chronobiology; Biological oscillation: the concept of

Average, amplitude, phase and period. Adaptive significance of biological clocks

Unit 5: Biological Rhythm 13 hrs

Characteristics of biological rhythms; Short- and Long-term rhythms; Circadian rhythms;

Tidal rhythms and Lunar rhythms; Concept of synchronization and masking; Photic and

non-photic zeitgebers; Circannual rhythms; Photoperiod and regulation of seasonal

reproduction of vertebrates; Role of melatonin.

Unit 6: Biological Clocks 8 hrs

Relevance of biological clocks; Chronopharmacology, Chronomedicine, Chronotherapy.

Practical [Credits: 2] 1. To study nests and nesting behaviour of the birds and social insects.

2. To study the behavioural responses of wood lice to dry and humid conditions.

3. To study geotaxis behaviour in earthworm/ phototaxis behaviour in insect larvae.

4. Study of courtship behaviour in birds and insects from short videos/films.

5. Visit to Forest/Wild life Sanctuary/Biodiversity Park/Zoological Park to study and

record the behavioural activities of animals and prepare a short report.

6. Study and actogram construction of locomotor activity of suitable animal models.

7. To study circadian functions in humans (daily eating, sleep and temperature

patterns).

Teaching and Learning Process: Teaching learning methods for the Animal behaviour and chronobiology paper should

include conventional black board teaching coupled with power point presentations and

smart board. The animal behaviour in wild life can be shown to the student with the help

of videos and short films. The classroom teaching should be inclusive and have

opportunities for the students to participate in the class discussion. The students should be

encouraged to observe various live animal behaviours in their immediate surrounding

environment and interpret them. There should be ample scope for field visits and visit to

the research laboratories. Seminar should be arranged at the departmental level for the

student, where student can have paper presentation on various themes of animal

behaviour and chronobiology. Quizzes and debates can be arranged to make the teaching

learning more innovative. Students should be advised to use e resources along with

standard text books and reference books. They should take short project work and case

study on the animal behaviour. They should relate various concepts in chronobiology

taught in the classroom with their daily life. The students should be regularly assessed.

56

Assessment Methods: • Scheme for the assessment of students would have two components.

• The first component will include continuous evaluation of the student throughout the

course work by assessing assignments, project works, presentations, quiz, class tests

and regularity in attending the classes.

• The second component will carry examination carried by the University at the end of

semester.

Keywords: Animal behaviour, Types of behaviour, Social behaviour, Reproductive behaviour,

Altruism, Courtship behaviour, Communication, Chronobiology, Biological rhythm,

Biology Clocks

Recommended Books: • Alcock J. Animal Behaviour. Sinauer Associate Inc., USA.

• McFarland D. Animal Behaviour. Pitman Publishing Limited, London, UK.

• Vinod Kumar (2002) Biological Rhythms. Narosa Publishing House, Delhi/

Springer-Verlag, Germany

• Dunlap J. C, Loros J. J, DeCoursey P. J. (2004) Chronobiology Biological

Timekeeping. Sinauer Associates, Inc. Publishers, Sunderland, MA, USA

Suggested Readings: • Manning, A. and Dawkins, M. S. An Introduction to Animal Behaviour. Cambridge,

University Press, UK.

• Paul W. Sherman and Alcock J. Exploring Animal Behaviour. Sinauer Associate

Inc., Massachusetts, USA.

• Saunders D. S. (2002) Insect Clocks. III Edition, Barens and Noble Inc. New York,

USA

57

ZH DSE Course-II: Animal Biotechnology

Course Learning Objective: Biotechnology is the advanced branch of biological sciences which mostly deals with

technological application on biological systems. It is basically the management of

biological processes for industrial and other human welfare purposes. The present paper

on biotechnology attempts to give a wholesome idea of biotechnology at a basic level. It

provides a toolkit in the form of a number of various techniques and processes developed

over time to solve problems involving primarily human welfare with focus on health and

medicine. It will equip students with basic tools of biotechnology which are a must for

everyone interested in pursuing a career in biotechnology. It makes one aware of the

scope of this field which encompasses almost every field of science like engineering,

research, commercialization and academics.

Course Learning Outcome: Upon completion of the course, students should be able to: • Use or demonstrate the basic techniques of biotechnology like DNA isolation, PCR,

transformation, restriction digestion etc.

• Make a strategy to manipulate genetic structure of an organism for the improvement

in any trait or its well-being based on the techniques learned during this course.

• Understand better the ethical and social issues raised regarding GMOs.

• Use the knowledge for designing a project for research and execute it.

Course Content:



Concept and scope of biotechnology

Unit 2: BasicTools for Gene Manipulation 12 hrs

Cloning vectors: Plasmids, Cosmids, Phagemids, Lambda Bacteriophage, M13, BAC,

YAC, MAC and Expression vectors (characteristics). Restriction enzymes:

Nomenclature, detailed study of Type II, DNA modifying enzymes.Transformation

techniques: Calcium chloride method, electroporation and biolistic method. Construction

of genomic and cDNA libraries and screening by colony and plaque hybridization

Unit 3: Advance Tools and Techniques 18 hrs

Southern, Northern and Western blotting DNA sequencing: Sanger method, Next

generation sequencing (Illumina), Polymerase Chain Reaction, DNA Finger Printing and

DNA micro array, Gene Editing Tools: Zinc finger nucleases (ZFNs), transcription

activator-like effector-based nucleases (TALEN) and the clustered regularly interspaced

short palindromic repeats (CRISPR/Cas9) system

Unit:4: Genetically Modified Organisms 18 hrs

Production of cloned and transgenic animals: Nuclear Transplantation, Retroviral

Method, DNA microinjection; Applications of transgenic animals: Production of

pharmaceuticals, production of donor organs, knock out mice. Production of transgenic

plants: Agrobacterium-mediated transformation. Applications of transgenic plants: insect

and herbicide resistant plants.

58

Unit: 5: Applications of Genetic Engineering 9 hrs

Molecular diagnosis of genetic diseases (Cystic fibrosis, Sickle cell anemia),

Recombinant DNA in medicines: Recombinant insulin and human growth hormone,

Gene therapy


1. Genomic DNA isolation from E. coli

2. Plasmid DNA isolation (pUC 18/19) from E. coli

3. Demonstration of Restriction digestion of Plasmid/Lambda DNA.

4. Construction of circular and linear restriction map from the data provided.

5. Calculation of transformation efficiency from calcium chloride method.

6. To demonstrate following techniques: (Optional)

7. Southern/ Northern/Western blotting (Any one)

8. PCR

9. DNA fingerprinting

10. DNA Sequencing (Sanger's Method)

11. Project report on Animal cell culture OR on a visit to any biotechnology

Institute/Advance techniques in biotechnology

Teaching and Learning Process: The students can have hands-on experience of basic biotechnology tools and can acquire

jobs and internships in pharmaceutical companies directly after graduation and can also

execute research in biotechnology. A problem-solving methodology should be employed

in biotechnology education, which consists of four phases: design, production, evaluation

and presentation. Various methods will be employed to make learning effective like

tutorials, workshops, seminar, online assignments, questionnaires, simulation exercises

and presentations. Evaluation elements in these methods will also serve to direct student

learning. Evaluation question sets will alert students about teacher’s expectations.

Introductory activities will be employed to promote the decision-making process.

Assessment Methods: • PowerPoint presentation on any aspect of biotechnology instead of regular

assignments.

• The project work would be assessed by the visiting examiner approved by the

University.

• Students should execute one project of their choice or teacher may assign the project.

• The project report should be scanned for plagiarism check by freely available

software. A soft copy of report should be mandatory.

• Semester-end and term-end examinations will carry the major assessment with

regular check on students in the class.

Keywords: Biotechnology, Gene manipulation, Vectors, Restriction Enzyme, Transformation,

Blotting, Sequencing, Gene Editing, Trans-genesis, Recombinant DNA medicines, Bio-

nano Technology, Gene Therapy

59

Recommended Books: • Brown, T.A. (2010) Gene Cloning and DNA Analysis. VI Edition, Wiley-Blackwell

publishing (Oxford, UK), ISBN: 978-1-4051-8173-0.

• Glick, B.R., Pasternak, J.J. and Patten, C.L. (2010). Molecular Biotechnology -

Principles and Applications of Recombinant DNA. IV Edition, ASM press,

Washington, USA. ISBN: 978-1- 55581-498-4 (HC).

• Primrose, S.B., and Twyman, R. M. (2006). Principles of Gene Manipulation and

Genomics. VII Edition, Blackwell publishing (Oxford, UK) ISBN:13: 978-1-4051-

3544-3.

Suggested Readings: • Include MOOC, Online videos, SWAYAM, research papers etc. (Keeping in mind

that they should be able to utilise these resources.

• Watson, J.D., Myers, R.M., Caudy, A. and Witkowski, J.K. (2007) Recombinant

DNA- Genes and Genomes- A Short Course. III Edition, Freeman and Co., N.Y.,

USA.

• Clark, D. P. and Pazdernik, N.J. (2012) Biotechnology, ,Academic Press, ISBN

:978-0-12-385063-8

Online Tools and Web Resources: • https://swayam.gov.in/courses/5178-molecular-biology-genetic-engineering-and-

plant-tissue-culture Module no.:14,to 21,23&24

• https://nptel.ac.in/courses/102103041/2 Gene Therapy

• https://nptel.ac.in/courses/102103013/49 Genetic Engineering& Applications(Web)

• https://nptel.ac.in/courses/102107058/6 Biomedical nanotechnology (Video)

• https://nptel.ac.in/courses/102107028/40 Analytical Technologies in Biotechnology

(Video) Electrophoresis , PCR, DNA sequencing methods

• https://www.edx.org/course?search_query=biotechnology

• https://www.coursera.org/courses?query=biotechnology&

60

ZH DSE Course-II: Basics of Neuroscience

Course Learning Objective: ‘Neuroscience’ is the branch of biology that deals with the scientific study of the

nervous system- its anatomy, physiology and pathology. It deals with how the brain

works and how the cells interact to control behaviour, physiology and psychology of a

person. Neuroscience has become a buzz word in recent times, frequently making the

headline for all manner of discoveries. Tremendous advances in neuroscience have

occurred in the past two decades, with the 2010s being called ‘the decade of the brain’.

The present course content is designed to give the learner a better understanding of the

structure of the nervous system, as to how it works, how we sense, feel, get motivated,

behave, learn and remember things/ events. In this course, students will learn various

aspects of neural phenomena such as cellular, molecular and neural basis of brain

rhythms, behaviour, cognition, sensation, and motivation; mechanisms and functions of

emotions,; learning and memory; and aspects of synaptic plasticity. This undergraduate

course also covers aspects of clinical neuroscience with the aim of educating the learner

in the breadth of the subject and to encourage critical thinking and evaluation of

evidence. This will help undergraduates to decide whether they would wish to pursue

higher studies and research in the field of neuroscience. This course also covers the finer

details of neurotransmitter release, synaptic plasticity, activation of ligand-gated ion

channels, receptor-mediated modulation of neuronal excitability, neurotransmitter

clearance etc. This will equip the learner with a detailed insight into how the membrane

excitability elicits functional effects in individual neurons and in neuronal networks as a

whole. In the same manner, abnormal transmitter release/clearance, altered ion channel

properties etc. will also be studied to understand their role in diseases of the nervous

system.

Course Learning Outcome: On completion of this course, the learner should be able to:

• Understand major advances in neuroscience, neural basis of emotions, behaviour,

learning and memory, and how brain and behaviour can be trained/modified by

experience.

• Discuss how the hypothalamus controls various behavioural patterns by releasing

neurohormones/ neuropeptides in brain and periphery in response to various signals.

• Construe neural mechanisms of learning and memory (spatial and episodic memory

etc.) and how specific circuits contribute to learning and memory.

• Develop an understanding about cognition, mechanism of our reaction to various

situations and impact of neurological diseases on cognition.

• Understand cellular and molecular mechanisms that underlie cognition such as

synaptic plasticity and organisation of memory, memory persistence and

forgetfulness, the role of sleep in cognition etc.

• Gain knowledge about prion-like mechanisms responsible for the pathogenesis of

common neurodegenerative diseases such as Alzheimer’s, Parkinson’s diseases etc.

61

Course Content:


Unit 1: The Nervous system- An Introduction 4 hrs

Origins of Neuroscience; Neuron doctrine; Classification of nervous system.

Unit 2: Development and Anatomical Organization of the Nervous System 12 hrs

Neural tube induction, neurulation and embryonic brain development; Gross anatomy of

human brain, Meninges, Ventricular System, Blood Brain Barrier, Cranial nerves; Spinal

cord; Overview of peripheral nervous system (PNS).

Unit 3: Cellular and Molecular Neurobiology 14 hrs

The prototypical neuron and classification of neurons; Electrophysiology of membrane

potentials- resting and action potentials, generation and propagation; Types of Synapses,

synaptic transmission and integration; EPSPs and IPSPs. Ion channels; Concept of neural

coding;

Unit 4: Neurotransmitters and Rhythms of brain 9 hrs

Types of neurotransmitters; Transmitter gated channels; G-protein coupled receptors and

effectors, neurotransmitter receptors; Ionotropic and metabotropic receptors.

Electroencephalogram (EEG); Sleep neurophysiology, neural mechanisms of sleep;

Neurophysiology of affection and depression;

Unit 5: Systems and Behavioural Neuroscience 14 hrs

Neurobiology of Behaviour (Example: Language, Sexual Orientation); Neurobiology of

Perception (Example: Visual perception); Molecular basis of Learning and Memory:

Classification of memory, amnesia, case of H.M., synaptic plasticity, long-term

potentiation (LTP), long-term depression (LTD), memory consolidation.

Unit 6: Neurobiology of Neurodegenerative diseases 7 hrs

Molecular pathogenesis of Parkinson’s, Alzheimer’s, and Schizophrenia. Molecular

mechanism (pathogenesis) of Pain including Placebo effect and Phantom limbs.

Dopamine and alcohol addiction. Use of PET, CT and MRI imaging for disease

diagnosis.

Practical [Credits: 2] 1. Study of Drosophila nervous system.

2. Observation and quantitation of Drosophila photoreceptor neurons

3. Study of Anatomy of Mammalian Brain (from slaughter house or) by using brain

models (Plastic or clay medical anatomical teaching models, graphics, videos etc. can

used).

4. Histological study of neurons and myelin sheath (Nissl, Giemsa or Luxol Fast Blue

staining.)

5. Study of olfaction in Drosophila.

6. Study of novelty, anxiety and spatial learning in mice.

7. Histological study of cerebellum and spinal cord by H&E stain and cerebral cortex by

Nissl stain.

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Teaching and Learning Process: ‘Teaching and learning’ involves the process of channelizing the knowledge from the one

who is beholding to the one who is obtaining. Student-centric teaching-learning process

shall be the sine qua non of any course. To move in that direction, students will be

exposed to problem solving exercises, brain puzzles, elaborative quiz-based learning.

Smart classes and ICT-based teaching, including animation clips and videos, and

attractive detailed pictures will be adopted. Online learning courses and practical

exercises relevant to the subject will be incorporated. Organizing conferences and

seminars where the students can participate in group based learning and poster

presentations will help students to clarify their concepts. Organizing visits to brain

research institutes will give a glimpse of current research and techniques in neuroscience,

and they will be motivated to take up mini-project works, group discussions etc.

Assessment Methods: The learners/ students can be assessed in many different ways.

• Formative feedback throughout the course and summative feedback as mid-semester

and semester-end evaluation.

• Presenting the topics in the class via blackboard teaching/presentations, group

discussions etc.

• Students would be provided feedback on their work with a view to improve their

academic performance.

• From time to time, learners will be given practical problems and neuroimages to test

their theoretical skills and promote practical knowledge.

• They would be provided feedback on their work with a view to improve their


Keywords: Neuroscience, Neurobiology, Action potentials, Learning & memory, Synaptic plasticity,

Neurotransmitters, Cognitive, Neurodegenerative diseases, Alzheimer’s disease,

Parkinson’s disease

Recommended Books: • Mark F. Bear, Barry W. Connors and Michael A. Paradiso (2015). Neuroscience:

Exploring the Brain. IV Edition.

• Kandel, E.R., Schwartz, J.H. and Jessell, T.M. (2000) Principles of Neural Science.

IV Edition, , McGraw-Hill Companies.

Suggested Readings: • Stephan M. Stahl-CUP (2000) Essential Psychopharamacology- Neuroscientific Basis

and Practical Applications. II Edition.

• Vilayanur S. Ramachandran and Sandra Blakeslee (1998) Phantoms in the Brain

• Rita Carter (2009). The Human Brain Book

Online Tools and Online Resources • Introduction to Neuroanatomy. Coursera online course

https://www.coursera.org/lecture/neurobiology/introduction-to-neuroanatomy-22nRY

• General principles of sensory system part 1 and 2. Coursera online courses

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� www.coursera.org%2Flecture%2Fmedical-neuroscience%2Fgeneral-principles-

of-sensory-systems-part-1-nwfLG,

� www.coursera.org%2Flecture%2Fmedical-neuroscience%2Fgeneral-principles-

of-sensory-systems-part-2-g7uLG

• Online lectures on Swayam (MHRD) Portal:

� Demystifying The Brain. https://swayam.gov.in/courses/5361-jan-2019-

demystifying-the-brain

� How The Brain Creates Mind. https://swayam.gov.in/courses/4451-how-the-

brain-creates-mind

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ZH DSE Course-IV Biology of Insecta

Course Learning Objective: Insects form over 70% of the fauna population on the earth. They have inhabited the earth

for over 450 million years. They are the most diverse group of organisms occupying

nearly all niches except for the deep sea. Learning of Morphology and Physiology of the

Insects gives an overview of one of the best body designs which have survived on the

earth.

Course Learning Outcome: After completion of the course, the students will be able to

• Appreciate the diversity of insects.

• Understand the physiology of Insects which has made them the most successful

animals in terms of numbers and variety of species.

• Get a glimpse of the highly organized social life of insects.

Course Content:



General Features of Insects, Distribution and Success of Insects on the Earth

Unit 2: Insect Taxonomy 4 hrs

Basis of insect classification; Classification of insects up to orders

Unit 3: General Morphology of Insects 14 hrs

External Features; Head – Eyes, Types of antennae, Mouth parts w.r.t. feeding habits

Thorax: Wings and wing articulation, Types of Legs adapted to diverse habitat abdominal

appendages and genitalia

Unit 4: An overview of Structure and Physiology of Insect Body Systems 26 hrs

Integumentary, digestive, excretory, circulatory and respiratory

Unit 5: Endocrine and Reproductive System 6 hrs

Basic Structure and Physiology of Reproductive system, Endocrine and Nervous System

of Insects.

Unit 6: Insect Society 6 hrs

Group of social insects and their social life Social organization and social behaviour

(w.r.t. any one example)

Practical [Credits: 2] 1. Study of one specimen from each insect order

2. Study of different kinds of antennae, legs and mouth parts of insects

3. Study of head and sclerites of any one insect

4. Study of insect wings and their venation

5. Study of insect spiracles

6. Methodology of collection, preservation and identification of insects

7. Morphological studies of various castes of Apis, Camponotus and Odontotermes

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8. Field study of insects and submission of a project report on the insect diversity

Teaching and Learning Process: Classroom lectures using Power point presentations enabled with related photographs of

insect vectors will clarify the concepts related to insects. Group discussions on various

unique physiological processes in Insects will develop interest among students to pursue

higher studies in the field. Observations based on actual handling of insects and their

body parts, visit to observe insects in their natural environment and entomology museum

will develop curiosity among learners about insect diversity

Assessment Method: The learners/ students can be assessed in many different ways.




discussions etc.







Keywords: Insect, Vector, Diseases, Mosquito, Host, Parasite

Recommend Books: • Imms , A. D. A General Text Book of Entomology. Chapman & Hall, UK

• Chapman, R. F. The Insects: Structure and Function. Cambridge University Press,

UK

• Snodgrass, R. E. Principles of Insect Morphology. Cornell Univ. Press, USA

• Borror, D. J., Triplehorn, C. A., and Johnson, N. F. Introduction to the Study of

Insects. M Saunders College Publication, USA

Suggested Readings: • Wilson, E. O. The Insect Societies. Harvard Univ. Press, UK

• Gullan, P. J. , and Cranston, P. S. The Insects, An outline of Entomology. Wiley

Blackwell, UK

• Nation, J. L. Insect Physiology and Biochemistry. CRC Press, USA

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ZH DSE Course-V: Computational Biology

Course Learning Objective: This course offers an overview of fundamental concepts of Bioinformatics and

Biostatistics. An interdisciplinary program, it emphasizes integration of Computer

Science with Biology and introduces the students to various computational methods and

software tools for understanding biological databases, gene sequence alignments, gene

annotation, protein structure predictions, drug discovery, molecular phylogeny,

metagenomics, etc. The broad aim of this course is to make students get basic hands-on

training and develop skill-set required for computational analysis of biological data.

Recently many interest groups, such as governments, universities, research institutes and

industries find Bioinformatics as a crucial area of research and development due to

generation of large-scale genome sequencing data. In view of above, this course is

designed to motivate the undergraduate students to pursue postgraduate program in

Bioinformatics and Biostatistics.


After completion of the course the students will be able to:

● Explain the basic concepts of Bioinformatics and Biostatistics and its various

applications in different fields of biological sciences

● Describe theoretically sources of biological data, and list various biological databases

–nucleic acids, protein sequence, metabolic pathways and small molecule

● Identify various file formats of sequence data and tools for submission of data in

databases as well as retrieval of gene and protein data from databases

● Annotate gene sequence and protein structure prediction

● Perform and explain the underlying mechanisms of pair-wise and multiple sequence

alignments and determine phylogenetic relationships

● Describe various computational tools and methodologies and their application in

structural bioinformatics, functional genomics and in silico drug discovery

● Measure variability (standard deviation, standard error, co-efficient of variance) and

hypothesis testing (Z-test, t-Test, chi-square test)

Course Content:


Unit 1: Introduction to Bioinformatics 5 hrs

Goal and Scope; Genomics, Transcriptomics, Systems Biology, Functional Genomics,

Metabolomics, Molecular Phylogeny; Applications and Limitations of Bioinformatics

Unit 2: Biological Databases 10 hrs

Introduction to biological databases; Primary, secondary and composite databases;

Nucleic acid databases (GenBank, DDBJ, EMBL and NDB); Protein databases (PIR,

SWISS-PROT, TrEMBL, PDB); Metabolic pathway database (KEGG, EcoCyc, and

MetaCyc); Small molecule databases (PubChem, Drug Bank, ZINC, CSD)

Unit 3: Data Generation and Data Retrieval 12 hrs

Generation of data (Gene sequencing, Protein sequencing, Mass spectrometry,

Microarray), Sequence submission tools (BankIt, Sequin, Webin); Sequence file format

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(flat file, FASTA, GCG, EMBL, Clustal, Phylip, Swiss-Prot); Sequence annotation; Data

retrieval systems (SRS, Entrez)

Unit 4: Basic Concepts of Sequence Alignment 14 hrs

Scoring Matrices (PAM, BLOSUM), Methods of Alignment (Dot matrix, Dynamic

Programming, BLAST and FASTA); Local and global alignment, pair wise and multiple

sequence alignments; Similarity, identity and homology of sequences

Unit 5: Applications of Bioinformatics 9 hrs

Structural Bioinformatics (3-D protein, PDB), Functional genomics (genome-wide and

high-throughput approaches to gene and protein functions), Human genome and genome

wide association studies (GWAS – basic concepts), Drug discovery method (basic

concepts).Machine Learning in Bioinformatics (basic concepts)

Unit 6: Biostatistics 10 hrs

Introduction: Measures of Variability, calculation of standard deviation, standard error

and Co-efficient of Variance,Statistical errors, Confidence Intervals, Chi-square test, Z

test, t-Test


1. Accessing different biological databases

2. Retrieval of nucleotide and protein sequences from the databases.

3. To perform pair-wise alignment of sequences (BLAST) and interpret the output

4. Translate a nucleotide sequence and select the correct reading frame of the

polypeptide from the output sequences

5. Predict the structure of protein from its amino acid sequence.

6. To perform a “two-sample t- test” for a given set of data

7. To learn graphical representations of statistical data with the help of computers (e.g.

MS Excel).

Teaching and Learning Process: The students will be taught theory units of this course in classrooms while practical units

in Computer Laboratory/ Centres in the College. In addition to blackboard, ICT-based

teaching tools, videos, animation clips, hand-outs, flow charts will be also adopted for

class room teaching. Computers/laptops with high speed internet facilities will be used

for practical classes

Online demonstration of each practical units will be given by the Instructor. Students will

save sequence data/snapshots of the steps followed for each practical unit. Laboratory

record files will be prepared for each practical unit. Students will be encouraged to

participate in group discussion, seminar presentation as well as visit to Institutes of

Bioinformatics or joining Research Internship program. Students will be trained by

problem solving exercises with their computational skills.

Assessment Methods: The students will be assessed for their performance by different means:

• Both continuous and summative assessment will be made during entire semester.

Continuous assessment of students will be based on their performance in class tests,

assignments.

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• Students will be also assessed on the basis of power-point presentation/black-board

presentation on different units of theory paper

• Summative assessment will be based on semester-end examinations of theory and

practical papers.

Keywords: Bioinformatics, Computation, Genomics, Proteomics, System Biology, Biological

database, Sequence alignment, BLAST, FASTA, NCBI, EMBL, EBI, Phylogenetic tree,

Drug designing, Machine Learning.

Recommended Books: • Ghosh, Z. and Mallick, B. (2008) Bioinformatics: Principles and Applications. Oxford

University Press.

• Lesk M. Arthur (2014) Introduction to Bioinformatics. Oxford University Press.

• Pevsner, J. (2009) Bioinformatics and Functional Genomics. II Edition, Wiley Blackwell.

• Zar, Jerrold H. (1999) Biostatistical Analysis. IV Edition, Pearson Education Inc and

Dorling Kindersley Publishing Inc. USA

Suggested Readings: • Attwood Teressa K. and David Parry- Smith (2007) Introduction to Bioinformatics.

Pearson Education.

• Mount, D. W. (2005) Bioinformatics: Sequence and Genome Analysis. CBS Publishers

and Distributers Pvt. Ltd., Delhi.

• Zvelebil, Marketa and Baum O. Jeremy (2008) Understanding Bioinformatics. Garland

Science, Taylor and Francis Group, USA.

• Antonisamy, B., Christopher S. and Samuel, P. P. (2010) Biostatistics: Principles and

Practice. Tata McGraw Hill Education Private Limited, India.

• Pagana, M. and Gavreau, K. (2000). Principles of Biostatistics. Duxberry Press, USA

• R. Durbin, S. Eddy, A. Krogh, and G. Mitchson (1998) Biological sequence analysis:

Probablistic models of proteins and nucleic acids. Cambridge University Press

Online Tools and Web Resources : ● https://www.my-mooc.com/en/categorie/bioinformatics

● https://swayam.gov.in/course/4573-bioinformatics-algorithms-and-applications

● https://www.ncbi.nlm.nih.gov/

● https://www.ebi.ac.uk/

● https://www.expasy.org/

● https://www.edx.org/course/dna-sequences-alignments-and-analysis

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ZH DSE Course-VI: Endocrinology

Course Learning Objective: The main goal of this Discipline Specific Elective (DSE) paper is to provide students

with a basic understanding of human endocrine glands, neuro-endocrine glands and their

structure, function and signalling pathways. Students will also study the influence of

biological rhythm on hormones secretion. In addition, the course will facilitate the

understanding of the biosynthesis and biochemistry of hormones. Also, emphasis would

be laid on understanding the maintenance of homeostasis by the hormones. The course

will also try to integrate the basic and clinical aspects of endocrinology to enhance the

understanding of students about the consequences due to hyposecretion, hypersecretion

and absence of hormones leading to various diseases and metabolic disorders.

Course Learning Outcome: After completion of the course the students will be able to: • Understand endocrine system and the basic properties of hormones.

• Appreciate the importance of endocrine system and the crucial role it plays along with

the nervous system in maintenance of homeostasis.

• Gain insight into the molecular mechanism of hormone action and its regulation.

• Know the regulation of physiological process by the endocrine system and its

implication in diseases.

• Gain knowledge about the prevalent endocrine disorders and critically analyze their

own and their family`s health issues.

Course Content:


Unit 1: Introduction to Endocrinology 8 hrs

Overview of the endocrine system, Classification of hormones and their synthesis,

Transport of Hormones, Metabolism of hormones and their half=lives.

Unit 2: Neuroendocrinology 15 hrs

Structure of pineal gland, Secretions and their functions in biological rhythms and

reproduction. Structure of hypothalamus, Hypothalamic nuclei and their functions,

Regulation of neuroendocrine glands, Feedback mechanisms, Structure of pituitary gland,

Hormones and their functions, Hypothalamo-hypophyseal portal system, Disorders of

pituitary gland

Unit 3: Peripheral Endocrine Glands 25 hrs

Functional histology and Regulation of Thyroid, Parathyroid, Adrenal, Endocrine

Pancreas, Gonads; Disorders related to hypersecretion and hyposecretion of hormones

Unit 4: Molecular Endocrinology 12 hrs

Hormone receptors, Transduction and regulation Hormone action at Molecular level:

Molecular mediators (GPCR Family; DAG-Calcium Signaling Systems; RTKs, Protein

Kinases and Phosphatases in Cellular Signaling); Steroid Hormone Receptor Families.

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Practical [Credits: 2] 1. Dissect and Display of Endocrine glands in laboratory bred rat*/Human model

2. Study of the permanent slides of all the endocrine glands

3. Compensatory ovarian/adrenal hypertrophy in vivo bioassay in laboratory bred rat*

4. Demonstration of Castration/ ovariectomy in laboratory bred rat*

5. Estimation of plasma level of any hormone using ELISA

6. Chromatographic separation of steroid hormones using paper chromatography

7. Survey based project on any prevalent endocrine disorder

Teaching and Learning Process: Lecture using PowerPoint and chalk-blackboard method will clarify the concepts of

endocrinology. Use of ICT facility and survey-based short projects as assignments will

create interest among students to explore further. Visit to Prominent endocrinology

laboratory will help students to learn about basic techniques.

Assessment Methods: • Formative assessment in the form of quizzes, multiple choice questions, fill in the

blanks and short answers

• Student presentation

• Take-home Assignments

• Summative assessment in the form of end of term Theory and Practical examination

Keywords: Endocrine glands, hormone, neuroendocrinology, hypersecretion, hyposecretion,

Receptors, second messenger, signal transduction, homeostasis

Recommended Books: • J. Larry Jameson Leslie De Groot (2010) Endocrinology. VI Edition.

• David O. Norris. Vertebrate Endocrinology. V Edition, Elsevier Academic press.

• Franklin F. Bolander. Molecular Endocrinology. III Edition, Academic Press, USA.

Suggested Readings: • Hand Book of Physiology published by American Physiological Society by Oxford

University Press, Section 7: Multiple volumes set, 1998.

• C. Donnell Turner. General Endocrinology. VI Edition, Saunders Toppan.

• Stephen Nussey and Saffron Whitehead (2001) Endocrinology: An Integrated

Approach.. BIOS Scientific Publishers

(https://www.ncbi.nlm.nih.gov/books/NBK22/)

• Hadley, M.E. and Levine J.E. (2009) Endocrinology. VI Edition. Pearson Prentice

Hall, Pearson Education Inc., New Jersey.

• Strauss and Barbieri (2013) Yen & Jaffe’s-Reproductive Endocrinology- Physiology,

Pathophysiology and Clinical Management. VII Edition, Elsevier

Online Tools and Web Resources: • https://sites.google.com/site/openmeded/specialties/endocrinology

• https://www.endocrine.org/topics

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ZH DSE Course-VII: Fish and Fisheries

Course learning Objective: Fisheries involve study of both, capturing and culturing of fish. India is a peninsular

country with a huge coastline and large inland water bodies. Assisted with such ideal

geographical location our nation has outstanding accomplishments in Fish and fisheries.

Globally, India is ranked second in Aquaculture and 3rd

in Fisheries. In an evolutionary

sense, the most successful of the larger aquatic animals are the fishes that are hunted

commercially. About 64% of the global marine catch comes from the Pacific Ocean, 28%

comes from the Atlantic and 8% from the Indian Ocean. Marine fisheries is a

multibillion-dollar industry that is able to fulfil about 20% of the total animal protein

requirement of humans, and also produce animal feeds for domestic livestock and

poultry, fish oils (for paints and drugs, pet foods) and some food additives. For the

increasing human population, there is continuous increase in the demand for high-quality

protein. To meet these demands, it is necessary to focus attention on the current stocks

from marine as well as freshwater species and create opportunities to increase or at least

maintain the amount of harvest. It has become apparent that fisheries management has

not always been successful in maintaining fish yields and conserving stocks. This course

has been designed to equip the student with a balanced and complete scientific

understanding of fisheries concepts.

Course Learning Outcome: • After completion of the course the students will be able to: Acquire knowledge of

physiology, reproduction of fishes.

• Analyse different kinds of water and identify/differentiate different kinds of fishes.

• Procure pure fish seed by artificial procedures such as artificial and induced breeding

which can learn by visiting any fish farm or demonstrated in research labs in

college/Departments

• Become aware and gain knowledge of Inland and marine Fisheries in India and how

it contributes to Indian economy.

• Know about different kinds of fishing methods and fish preservation which can be

employed for export and storage of commercial fishes.

• Find the reasons behind the depletion of fisheries resources.

• Develop skills for entrepreneurship or self-employment in their own fisheries-related

business.

Course Content:


Unit 1: Introduction and Classification 6 hrs

General description of fish; Account of systematic classification of fishes (upto classes);

Classification based on feeding habit, habitat and manner of reproduction.

Unit 2: Morphology and Physiology 18 hrs

Types of fins and their modifications; Locomotion in fishes; Hydrodynamics; Types of

Scales, Gills and gas exchange; Swim Bladder: Types and role in Respiration, buoyancy;

Osmoregulation in Elasmobranchs; Reproductive strategies (special reference to Indian

fishes); Electric organs; Bioluminiscience; Mechanoreceptors; Schooling; Parental care;

Migration

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Unit 3: Fisheries 12 hrs

Inland Fisheries; Marine Fisheries; Environmental factors influencing the seasonal

variations in fish catches in the Arabian Sea and the Bay of Bengal; Fishing crafts and

Gears; Depletion of fisheries resources; Application of remote sensing and GIS in

fisheries; Fisheries law and regulations

Unit 4: Aquaculture 20 hrs

Sustainable Aquaculture; Extensive, semi-intensive and intensive culture of fish; Pen and

cage culture; Polyculture; Composite fish culture; Brood stock management; Induced

breeding of fish; Management of finfish hatcheries; Preparation and maintenance of fish

aquarium; Preparation of compound diets for fish; Role of water quality in aquaculture;

Fish diseases: Bacterial, viral and parasitic; Preservation and processing of harvested fish,

Fishery by-products.

Unit 5: Fish in Research 4 hrs

Transgenic fish, Zebra fish as a model organism in research.

Practical [Credits: 2] 1. Study of Petromyzon, Myxine, Pristis, Chimaera, Exocoetus, Hippocampus,

Gambusia, Labeo, Heteropneustes, Anabas (at least one fish from each class).

2. Study of different types of scales (through permanent slides/ photographs).

3. Study of crafts and gears used in Fisheries.

4. Water quality criteria for Aquaculture: Assessment of pH, conductivity, Total solids,

Total dissolved solids, dissolved oxygen.

5. Study of air breathing organs in Channa, Heteropneustes, Anabas and Clarias.

6. Demonstration of induced breeding in Fishes (video/visit to fisheries institute/fish

farm)

7. Demonstration of parental care in fishes (video).

8. Different methods of fish tagging.

9. Determination of fish density in a pond by Peterson’s mark recapture method.

10. Project Report on a visit to any fish farm/pisciculture unit/Zebrafish rearing Lab.

Teaching and Learning Process: There would be a teacher-centered lecture sessions, where students can take notes or

absorb information and interact with the teacher. The teacher/student-based lessons

would be supported by multimedia presentations (videos/animations). Visit to Field,

Fisheries institutes, laboratory or Aquatic research institutes would be useful to students

for better understanding of the subject.

Assessment Methods: • Formative assessment to analyze student’s performance during instruction on regular

basis throughout the instruction process.

• Summative Assessment to measure a student’s achievement at the end of instruction.

• Written tests to analyze their intake on taught lectures.

• Inspiring the students to give talks through power point presentations/submit

assignments with emphasis on recent studies in Fish and Fisheries.

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Keywords:

Fish Classification, Fish physiology, Reproduction, Fisheries, Aquaculture, Transgenic

fish.

Recommended Books: • Srivastava, C.B.L. Fish Biology. Narendra Publishing House.

• Jhingran, V.G. (1982) Fish and Fisheries in India. Hindustan publication

Cooperation, India.

Suggested Readings: • Pandey, K. and Shukla, J.P. (2013) Fish and Fisheries. Rastogi publication, India

• Norman, J.R. A History of Fishes. Hill and Wang Publishers.

• Khanna, S.S. and Singh, H.R. A text book of Fish Biology and Fisheries. Narendra

Publishing House.

• Bone, Q. and Moore, R. Biology of Fishes. Talyor and Francis Group, CRC Press,

U.K.

74

ZH DSE Course-VIII: Immunology

Course Learning Objective: The aim of the course in immunology is to apprise the student with the working of the

immune system in normal health and how it fights the disease and may sometimes

contributes to disease. The immune system is incredibly complex. This course is hence

designed to enable understanding the molecular and cellular basis of the development and

function of the immune system and identification of its biological, clinical and

therapeutic implications.

Course Learning Outcome: After completion of the course the students will be able to: • Describe the basic mechanisms, distinctions and functional interplay of innate and

adaptive immunity

• Define the cellular/molecular pathways of humoral/cell-mediated adaptive responses

including the role of Major Histocompatibility Complex

• Explain the cellular and molecular aspects of lymphocyte activation, homeostasis,

differentiation, and memory

• Understand the molecular basis of complex, humoral (Cytokines and Complement)

and cellular processes involved in inflammation and immunity, in states of health and

disease

• Describe basic and state-of-the-art experimental methods and technologies

• Integrate knowledge of each subsystem to see their contribution to the functioning of

higher-level systems in health and disease including basis of vaccination,

autoimmunity, immunodeficiency, hypersensitivity and tolerance

Course Content:


Unit 1: Overview of Immune System 12 hrs

Historical perspective of Immunology, Early theories of Immunology, Clonal Selection

Theory, Cardinal features of vertebrate immune system, Hematopoiesis, Cells and organs

of the Immune system.

Unit 2: Innate and Adaptive Immunity 10 hrs

Anatomical barriers, Inflammation, Cell and molecules involved in innate Immunity,

Adaptive Immunity (Cell-mediated and Humoral), Passive immunity; Structure and

functions of MHC molecules (MHC I and II). Endogenous and exogenous pathways of

antigen processing and presentation: Artificial and natural Immunity, Active: Artificial

and natural Immunity, Vaccines and types of vaccines, Immunological Tolerance

Unit 3: Antigens 8 hrs

Antigenicity and immunogenicity, Immunogens, Adjuvants and haptens, Factors

influencing immunogenicity, B and T-Cell epitopes

Unit 4: Immunoglobulins 10 hrs

Structure and functions of different classes of immunoglobulins, Antigenic determinants

on Immunoglobulins, Antigen-antibody interactions (Precipitation reactions,

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Agglutination reactions, Immunofluorescence and ELISA), Polyclonal sera, Hybridoma

technology: Monoclonal antibodies in therapeutics and diagnosis

Unit 5: Major Histocompatibility Complex 6 hrs

Structure and functions of MHC molecules (MHC I and II). Endogenous and exogenous

pathways of antigen processing and presentation

Unit 6: Cytokines 3 hrs

Properties and functions of cytokines, Interferon Therapy

Unit 7: Complement System 4 hrs

Components and pathways of complement activation.

Unit 8: Immune Dysfunction 7hrs

Hypersensitivity: Gell and Coombs’ classification and various types of hypersensitivities

Autoimmunity: Brief account with reference to Hashimoto’s Thyroiditis (Organ Specific)

and Rheumatoid arthritis (Systemic). Immunodeficiency: Brief account with reference to

SCID (Primary) and AIDS (Secondary)

Practical [Credits 2] 1. Demonstration of lymphoid organs.

2. Histological study of spleen, thymus and lymph nodes through slides/photographs.

3. Preparation of stained blood film to study various types of blood cells.

4. Basic patterns of precipitation by Ouchterlony’s double immuno-diffusion method.

5. ABO Blood group antigen determination by heamagglutination.

6. Cell counting and viability test from splenocytes of farm bred animals/cell lines.

7. Demonstration of:

(a) ELISA

(b) Immunoelectrophoresis

8. Detection of complement activity using haemolysis of antibody coated SRBC and

standard serum

Teaching and Learning Process: The course on immunology has been structured to develop the requisite knowledge, skills

and learning attitude of the student. The process is extremely student-oriented and

includes details of cells and organs of the system, antigens, antibodies, autoimmunity,

immunodeficiency, hypersensitivity and other important aspects. The practical exercises

are accordingly designed to enhance the interest of the students. A variety of approaches

to teaching-learning process, including lectures, seminars, power point presentations,

workshops, peer teaching/learning, assignments, problem-based learning, project-based

learning, simulation videos, group or co-operative learning, book reviews, research

colloquium will be adopted to achieve this. Problem-based learning skills and higher-

order skills of reasoning and analysis will be encouraged through research based

pedagogical tools. The students must be given sufficient support by faculty to apply their

learning and acquire knowledge from real life situations.

Assessment Methods: The assessment of students achievement in immunology will be aligned with the

course/program learning outcomes.

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followed at the University.

• Efforts should be made to measure cognitive as well as applied learning.

• Project work, quiz, problem solving exercise, classroom assessment methods,

closed-book and open-book tests, problem-solving exercises, practical assignment,

laboratory reports, seminar presentation, viva-voce, interviews, computerized

adaptive testing, literature surveys and summative evaluations by end-semester

examination etc. constitute the different components of the overall assessment.

• Moreover, students should be provided with feedback on their work with the aim of

improving their academic performance.

Keywords: Adaptive Immunity, Innate Immunity, cytokines, complement, hypersensitivity,

autoimmunity, immunodeficiency, Vaccines

Recommended Books: • Kindt, T. J., Goldsby, R.A., Osborne, B. A. and Kuby, J. (2006). Immunology,

VIEdition, W.H. Freeman and Company.

• David, M., Jonathan, B., David, R. B. and Ivan, R. (2006). Immunology, VII

Edition,Mosby, Elsevier Publication.

Suggested Readings: • Abbas, K. Abul and Lechtman H. Andrew (2003) Cellular and Molecular

Immunology. V Edition, Saunders Publication.

• Kenneth Murphy and Casey Weaver. Janeway's Immunobiology, IX Edition,

Garland Science

Online Tools and Web Resources: • E-content on e-PG Pathshala portal of Government of India:

https://epgp.inflibnet.ac.inFundamentals of Immunology;

https://www.coursera.org/specializations/immunology

77

ZH DSE Course-IX: Parasitology

Course Learning Objective: Parasites are vast menagerie. They can cause diseases without pardon. They can slip into

a person’s brain wrecking the biological clock turning the day into nights. They can cause

livers of cattle useless and roots of plants functionless. They may cause a tourist spot an

epicenter of epidemic disease. There is an enormous diversity of parasites in nature and

knowing and understanding them well becomes very important in the light of controlling

and managing the parasites effectively. The economic impact of these organisms is often

huge and that makes it even more important to study them. Parasitology will enable us

diagnose parasites correctly, understand their life cycle and control them effectively and

use some of them as bio control agents. Parasitology; especially the study of life cycles of

parasites; has helped in defying the stigmas and religious taboos for many societies

making free many of the people from superstition and ill health. Developing countries

like our country where majority of the people are engaged in agricultural activities and

living in poor conditions have advantages to be harvested from the study of parasitology.

The course shall surely skill the students to see, appreciate and understand the diversities

of parasites in the whole spectrum of the study of life. The course shall also make the

students aware about the possible scopes of the subject which include research and

applied aspects including entrepreneurial works.

Course Learning Outcome: After completion of the course the students will be able to: • Understand the variation amongst parasites, parasitic invasion in both plants and

animals; applicable to medical and agriculture aspects.

• Help to know the stages of the life cycles of the parasites and the respective infective

stages.

• Develop ecological model, know population dynamics of parasite, establishment of

parasite population in host body, adaptive radiations and methods adopted by parasite

to combat with the host immune system

• Develop skills and realize significance of diagnosis of parasitic attack and treatment

of patient or host.

• Learn important case studies to highlight interesting researches, serendipities towards

the advancement and enrichment of knowledge in the field of Parasitology.

Course Content:


Unit 1: Introduction to Parasitology 5 hrs

Brief introduction of Parasitism, Parasite, Parasitoid and Vectors (mechanical and

biological vector) Host parasite relationship.

Ecology of parasites, Population dynamics of parasite and establishment of parasite

population in host body, evolution of parasitism, evolution and co-evolution of parasite

with respect to host strategy, Important case studies in the field of Parasitology including

some historical events such as the role of the mosquito control and the successful

completion of the construction of the Panama canal.

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Unit 2: Parasitic Protists 14 hrs

Study of Morphology, Life Cycle, Prevalence, Epidemiology, Pathogenicity, Diagnosis,

Prophylaxis and Treatment of Entamoeba histolytica, Giardia intestinalis, Trypanosoma

gambiense, Leishmania donovani, Plasmodium vivax.

Unit 3: Parasitic Platyhelminthes 14 hrs


Prophylaxis and Treatment of Fasciolopsis buski, Schistosoma haematobium, Taenia

solium and Hymenolepis nana.

Unit 4: Parasitic Nematodes 15 hrs


Prophylaxis and Treatment of Ascaris lumbricoides, Ancylostoma duodenale, Wuchereria

bancrofti and Trichinella spiralis. Study of structure, lifecycle and importance of

Meloidogyne (Root knot nematode), Pratylencus (Lesion nematode)

Unit 5: Parasitic Arthropoda 10 hrs

Biology, importance and control of ticks, mites, Pediculus humanus (Head and Body

louse), Xenopsylla cheopis and Cimex lectularius

Unit 6: Parasitic Vertebrates 2 hrs

A brief account of parasitic vertebrates; Cookicutter Shark, Candiru, Hood Mockingbird

and Vampire bat.

Practical [Credits: 2] 1. Study of life stages of Entamoeba histolytica, Giardia intestinalis, Trypanosoma

gambiense, Leishmania donovani and Plasmodium vivax through permanent

slides/micro photographs.

2. Study of adult and life stages of Fasciolopsis buski, Schistosoma haematobium,

Taenia solium and Hymenolepis nana through permanent slides/microphotographs.

3. Study of adult and life stages of Ascaris lumbricoides, Ancylostoma duodenale,

Wuchereria bancrofti and Trichinella spiralis through permanent

slides/microphotographs.

4. Study of plant parasitic root knot nematode, Meloidogyne from the soil sample.

5. Study of Pediculus humanus (Head louse and Body louse), Xenopsylla cheopis and

Cimex lectularius through permanent slides/ photographs.

6. Study of monogenea from the gills of fresh/marine fish [Gills can be procured from

fish market as by product of the industry]

7. Study of nematode/cestode parasites from the intestines of Poultry bird [Intestine can

be procured from poultry/market as by product]

8. Submission of a brief report on parasitic vertebrates.

9. Visit to rural area/hospital near rural area/NCDC/NMIR/NICD to study natural

history of parasites.

10. Parasite album, photograph collection: Tissue invasion, Life cycle

11. Culturing root parasites in laboratory, field

12. DNA extraction of parasite/s and molecular identification using universal and

specific markers

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Teaching and Learning Process: Classroom teaching using power point presentations enabled with related photographs of

parasites their life stages and disease diagnosis will help students to understand the

subject. Case studies of epidemics caused by different parasites will clarify concept and

create interest in the field. Visit to local diagnostic centre will provide an overview of

various medical tests conducted to detect and confirm parasitic diseases.

Assessment Methods: The learners/ students can be assessed in many different ways.




discussions etc.







• Discipline assessed through regularity and behaviour

Keywords: Host, Parasites, Diseases, Morphology, Life Cycle, Prevalence, Epidemiology,

Pathogenicity, Diagnosis, Prophylaxis, Treatment

Recommended Books: • Arora, D. R and Arora, B. (2001) Medical Parasitology. II Edition. CBS Publications

and Distributors

• Noble, E.R. and Noble, G.A. (1982) Parasitology: The Biology of Animal Parasites.

V Edition, Lea & Febiger

Suggested Readings: • Ahmed, N., Dawson, M., Smith, C. and Wood, Ed. (2007) Biology of Disease.

Taylor and Francis Group

• Parija, S. C. Textbook of Medical Parasitology, Protozoology & Helminthology (Text

and colour Atlas), II Edition, All India Publishers & Distributers, Medical Books

Publishers, Chennai, Delhi

• Ichhpujani, R.L. and Bhatia, R. Medical Parasitology. III Edition, Jaypee Brothers

Medical Publishers (P) Ltd., New Delhi

• Murray, D. Dailey. Meyer, Olsen & Schmidt's Essentials of Parasitology W.C. Brown

Publishers

• Thomas C. Cheng (1986). General Parasitology. II Edition, Academic Press Inc

• Chatterjee, K. D. (2009). Parasitology: Protozoology and Helminthology. XIII

Edition, CBS Publishers & Distributors (P) Ltd.

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ZH DSE Course-X: Reproductive Biology

Course Learning Objective: This course is meant for making the students learn about the various aspects of

reproduction in humans. It includes a detailed study of the male and female reproductive

systems as well as factors that are important in maintaining reproductive health. The

students are also made aware of new technologies in assisted reproduction as well as

contraceptive methods. They are taught about social and public health issues related to

family planning.

Course Learning Outcome: After completion of the course the students will be able to:

• Get in-depth understanding of morphology, anatomy and histology of male and

female reproductive organs.

• Know different processes in reproduction starting from germ cell formation to

fertilization and consequent pregnancy, parturition and lactation.

• Compare estrous and menstrual cycles and their hormonal regulation.

• Comprehend the interplay of various hormones in the functioning and regulation of

the male and female reproductive systems.

• Know about the diagnosis and management of infertility, including latest methods,

technologies and infrastructure in assisted reproduction.

• Practically understand the modern methods in contraception and their use in family

planning strategies.

• Translate their understanding into development of products like non-hormonal

contraceptives; contribute to drug discovery programmes as well as neonatal and

maternal health programmes andwork with family planning teams to understand the

needs and preferences of individuals belonging to lower socioeconomic groups.

Course Content:

Theory [Credits 4] 60 hrs

Unit 1: Reproductive Endocrinology 12 hrs

Hypothalamo–hypophyseal–gonadal axis. Regulation of gonadotropins and gonadal

steroids secretion in male and female; Steroidogenesis; Puberty; Mechanism of action of

hormones related to reproduction.

Unit 2: Male Reproductive System 10 hrs

Functional histology and anatomy of male reproductive system: Testis, epididymis, vas

deferens, prostate gland, seminal vesicle; Spermatogenesis and its regulation; Sperm

transport and maturation in male genital tract

Unit 3: Female Reproductive System 28 hrs

Functional histology and anatomy of female reproductive system: Ovary, fallopian

tubes/oviducts, uterus, cervix and vagina; Folliculogenesis; Oocyte maturation and

ovulation; Corpus luteum formation and regression; Reproductive cycles (estrous and

menstrual) and their regulation; changes in the female tract during these cycles.

Fertilization; Implantation; Maternal recognition of pregnancy; Feto-placental unit;

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Hormonal regulation of gestation; gestational adaptations; Parturition and its hormonal

regulation; Lactation and its regulation

Unit 4: Reproductive Health and Family Planning 10 hrs

Contraceptive methods; Infertility in male and female: causes, diagnosis and

management; Assisted Reproductive Technologies: sperm banks, frozen embryos, IVF,

ET, EFT, IUT, ZIFT, GIFT, ICSI, PROST.

Practical [Credits: 2] 1. Study of animal house: Set up and maintenance of animal house, breeding

techniques, care of normal and experimental animals.

2. Examination of vaginal smear of rats (from live animals).

3. Surgical techniques: principles of surgery in endocrinology. Ovariectomy,

hysterectomy, castration and vasectomy in rats.

4. Examination of histological sections from photomicrographs/permanent slides of

rat/human: testis, epididymis and accessory glands of male reproductive systems;

Sections of ovary, fallopian tube, uterus (proliferative and secretory stages), cervix

and vagina.

5. Human vaginal exfoliate cytology through micrographs.

6. Sperm count and sperm motility in rat.

7. Study the effect of cryptorchidism on sperm count and motility in rats.

8. Study of modern contraceptive devices.

9. Mini projects involving survey, data collection, statistical analysis and submission of

a project report on reproductive health of a small human community

*All exercises requiring live animals are, at present, being performed with the help of

photomicrographs/pictures.

Teaching and Learning Process: Lecture-based learning; aided with diagrams, flow charts and models; will be interactive

with simple questions for students to learn and derive logically and think analytically.

Examples, wherever possible, will be given from day-to-day activities to explain the

concept and make the basics clear, relevant and interesting. After every lecture students

will be posed with questions to help them summarise the topic. Regular practical classes

will be held to develop the practical skills of students. The topics for practical will

include detailed explanations of organ systems using hands-on and digital means.

Histological slides will be shown to explain the microscopic structure of various tissues.

The students will be assessed on their performance after each practical class. Seminar-

based learning will include by delivering seminar by students followed by a discussion to

assess their understanding and grasp of the topics. Students will undertake projects for

certain topics to sharpen their understanding, enhance critical thinking, reasoning and

analysis, and hone their presentation skills. Students will attend in-college workshops on

topics related to their study. Experts in the field will be invited to hold workshops.

Students will also be taken on field trips to subject related locations/agencies for a

practical understanding of skills required for their potential future workplace. Mock

practical/theory examinations will be held before the university examination. The pattern

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of questions would match the university question paper to better equip the students to

perform with confidence in the final examination.

Assessment Methods: Students of the reproductive biology study programme will be assessed on the basis of

their course learning outcomes as well as relevant skills. A variety of assessment methods

will be used:

• Time-constrained oral and written examinations

• Problem-based assignments, individual project reports

• Practical file reports

• Viva-voce and

• Class assessments via observation of practical skills and regular class tests.

Keywords: Reproductive system, Puberty, Spermatogenesis, Oogenesis, Folliculogenesis, Menstrual

cycle, Estrous cycle, Infertility, Pregnancy, Family planning, Reproductive health

Recommended Books: • Jones, R.E. and Lopez, K.H. (2014) Human Reproductive Biology.

IV Edition, Elsevier.

• Johnson, M.H. and Everitt, B.J. (1995) Essential reproduction. IV Edition, London,

Blackwell Science (Eighth edition by Johnson, MH., 2018)

Suggested Readings: • Austin, C.R. and Short R.V. (Eds) (2012) Reproduction in Mammals. Cambridge

University Press. (online edition)

• De-Groot, L.J. and Jameson, J.L. (eds) (2001) Endocrinology. W.B. Saunders and

Company.

• Franklyn F. Bolander (2012) Molecular Endocrinology. III Edition, USA, Academic

Press.

• Knobil, E. and Neil, JD (eds) (2014) The Physiology of Reproduction. IV Edition,

Elsevier.

• Hatcher, R.A. et al. (1997) The Essentials of Contraceptive Technology. Population

Information Programme. John Hopkins School of Public Health.

• Robert Martin (2013) How We Do It: The Evolution and Future of Human

Reproduction. Basic Books.

• Peter T. Ellison (2001) On Fertile Ground: A Natural History of Human

Reproduction. Harvard University Press.

Online Tools and Web Resources: • Introduction to reproduction: https://www.classcentral.com/course/coursera-

introduction-to-reproduction-4252

• Anatomy & Physiology: Sexual Reproduction in Humans:

https://www.classcentral.com/tag/reproductive-health?subject=health

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ZH DSE Course-XI: Wildlife Conservation and Management

Course Learning Objective: The Discipline Specific Paper on Wildlife Conservation and Management is designed to

acquaint students with varied aspects of wildlife conservation, including its importance,

major threats, management of their habitats and populations. The emphasis will be on

developing interest and invoking a sense of responsibility among students towards

wildlife conservation. The course also explores different techniques, perspectives, and

approaches to both identify and achieve wildlife management goals. This course will

motivate students to pursue career in the field of wildlife conservation and management.

Course Learning Outcome: Upon completion of the course, students will be able to:

• Become aware about the importance of wildlife in general, and its conservation and

management in particular.

• Comprehend the application of the principles of ecology and animal behaviour to

formulate strategies for the management of wildlife populations and their habitats.

• Understand the management practices required to achieve a healthy ecosystem for

wildlife population along with emphasis on conservation and restoration.

• Know the key factors for loss of wildlife and important strategies for their in situ and

ex situ conservation.

• Recognize the techniques for estimation, remote sensing and Global Position

Tracking for wildlife.

• Gain knowledge about the wildlife diseases and the quarantine policies.

• Know about the Protected Area Networks in India, Ecotourism, Ecology of

perturbation and Climax persistence.

• Perform critical thinking, literature review; scientific writing as well as

presentations; and participation in citizen science initiatives with reference to

wildlife.

Course Content:


Unit 1: Introduction to Wildlife 6 hrs

Values of wildlife - positive and negative; Conservation ethics; Importance of

conservation; Causes of depletion; World conservation strategies: WCS, CBD, Agenda

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Unit 2: Evaluation and Management of Wildlife 10 hrs

Habitat analysis: a) Physical parameters: Topography, Geology, Soil and water; b)

Biological Parameters: food, cover, forage, browse and cover estimation; Standard

evaluation procedures: remote sensing and GIS.

Unit 3: Management of Habitats 10 hrs

Setting back succession: Grazing logging; Mechanical treatment; Advancing the

successional process: Cover construction; Preservation of general genetic diversity;

Restoration of degraded habitats.

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Unit 4: Population Estimation 12 hrs

Population density, Natality, Birth rate, Mortality, fertility schedules and sex ratio

computation; Faecal analysis of ungulates and carnivores: Faecal samples, slide

preparation, and Hair identification; Pug marks and Census methods

Unit 5: Management Planning of Wildlife in Protected Areas 8 hrs

Estimation of carrying capacity; Human-wildlife conflict; Eco tourism / wild life tourism

in forests; Climax communities: characteristics and theories; Ecology of purterbance.

Unit 6: Management of Excess Population 6 hrs

Bio- telemetry; Care of injured and diseased animal; Quarantine; Common diseases of

wild animals: Zoonosis (Ebola and Salmonellosis), Rabies, Foot and Mouth Disease,

Mycobacterium TB, Bovine and Avian Flu

Unit:7 Protected Areas 8 hrs

National parks and sanctuaries; Biosphere reserves; Conservation and Community

reserve; Important features of protected areas in India; Tiger conservation - Tiger

reserves in India and Management challenges in Tiger reserve.

Practical [Credits: 2] 1. Identification of mammalian fauna, avian fauna, herpeto-fauna through direct and

indirect evidences seen on a field trip to a wildlife conservation site.

2. Demonstration of basic equipment needed in wildlife studies use, care and

maintenance (Compass, Binoculars, Spotting scope, Range Finders, Global

Positioning System, Various types of Cameras and lenses).

3. Familiarization and study of animal evidences in the field: Identification of animals

through pug marks, hoof marks, scats, nests and antlers.

4. Demonstration of different field techniques for flora and fauna: PCQM.

5. Trail / transect monitoring for abundance and diversity estimation of mammals and

bird

(direct and indirect evidences).

6. Identification of big cats: Lion, tiger, panther, cheetah, leopard and jaguar.

7. A report based on a visit to National Park/Wildlife Sanctuary/Biodiversity Park or any

other wildlife conservation site.

Teaching and Learning Process: The case study approach with real-life examples from the field will give a better

understanding of the subject and its applications. The traditional chalk and talk method

will be supplemented with LCD projection system and use of visualizer for theory

classes. Projection of videos or short movies available on the subject will enhance the

understanding of the subject. Digital collection of pictures of pugmarks, hoof marks,

bird’s nests, wild fauna and flora will facilitate observation of their characteristic features

with ease. Group discussions, book reviews, paper presentations, videos, animations, are

some methods that can be employed for effective teaching. Project based reports,

assignments and E-posters can also form an important part of learning regime. Field-

based research projects will develop interest in the subject and motivate students to

peruse research as a career in future. Laboratory visits to renowned institutions like WII,

Dehradun and Field visits to various conservation sites like Jim Corbett National Park,

Aravali Biodiversity Park and National Zoological Park will provide students a practical

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or hands on knowledge of the subject. Students should participate in citizen science

initiatives related to wildlife such as bird counts and uploading of the data on E-bird.org.

Assessment Methods: Students will be assessed using the following methods:

• Formative/ Continuous assessment: This will be done through problem solving

exercises, oral and written examinations, closed-book and open book tests, practical

assignment laboratory reports, observation of practical skills, individual project

reports, seminar presentation, viva voce interviews, computerized adaptive testing,

literature surveys and evaluations, outputs from collaborative work etc. to assess the

retention abilities of students.

• Summative assessment: Semester-end written and practical examinations will be an

indicator of student’s learning throughout the semester and analyses comprehensive

knowledge gained by the students.

Keywords: Wildlife, Conservation, Management, Population, Habitat, Succession, Climax,

Quarantine, Tiger Project, National Park, Wildlife Sanctuaries, Biodiversity Reserves,

Wildlife Diseases, Protected Areas

Recommended Books: • Saha, G.K. and Mazumdar, S. (2017) Wildlife Biology: An Indian Perspective. PHI

learning Pvt. Ltd. ISBN: 8120353137, 978-812035313

• Sinclair, A.R.E., Fryxell, J.M. and Caughley, G. (2006) Wildlife Ecology,

Conservation and Management. Wiley-Blackwell, Oxford, UK.

• Singh, S.K. (2005) Text Book of Wildlife Management. IBDC, Lucknow.

Suggested Readings: • Hudson, P.J., Rizzoli, A., Grenfell, B.T. Heestrbeek, H. and Dobson, A.P. (2002) The

Ecology of Wildlife Diseases. Oxford University Press, Oxford.

• Banerjee, K. (2002) Biodiversity Conservation in Managed and Protected Areas.

Agrobios, India.

• Sharma, B.D. (1999) Indian Wildlife Resources Ecology and Development. Daya

Publishing House, Delhi.

• Primack, R.B. (1998). Essentials of Conservation Biology. Sinauer Associates, Inc.

Sunderland, MA.

• Hossetti, B. B. (1997). Concepts in Wildlife Management. Daya Publishing House,

Delhi.

Online Tools and Web Resources: • https://swayam.gov.in/courses/4687-july-2018-wildlife-conservation

• https://swayam.gov.in/courses/5364-jan-2019-wild-life-ecology

• https://papaco.org/mooc-on-species-conservation/

• https://www.iucn.org/theme/protected-areas/our-work/capacity-development/moocs

• https://www.zsl.org/united-for-wildlife-free-conservation-courses

• https://wildlife.org/next-generation/career-development/online-courses/

• https://www.openlearning.com/umtmooc/courses/wildlife-management

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ZH GE-I: Animal Cell Biotechnology

Course Learning Objective: The syllabus of Generic elective course/ paper on “Animal Cell Biotechnology” is

revised to cater to the needs of Choice Based Credit System (CBCS). The changing

scenario of higher education in India and abroad is taken into consideration to make this

syllabus more oriented towards current need of modern research and industrial sectors.

The revised and updated syllabus is based on a basic and applied approach with vigor and

depth. Empowerment of students to face research and industrial outlets by nurturing

independent thinking, initiating scientific enquiry and developing their entrepreneurship

skills is at the centre of this syllabus. The units of the syllabus are well defined, taking

into consideration the level and capacity of students.


Get a clear concept of the basic principles and applications of biotechnology.

•••• Know the basic techniques used in genetic manipulation helping them continue

with higher studies in this field.

•••• Acquire knowledge of the basic principles, preparations and handling required for

animal cell culture.

•••• Understand principles underlying the design of fermenter and fermentation process

and its immense use in the industry.

•••• Design small experiments for successful implementation of the ideas and develop

solutions to solve problems related to biotechnology keeping in mind safety factor

for environment and society.

•••• Apply knowledge and skills gained in the course to develop new diagnostic kits and

to innovate new technologies further in their career.

•••• Enhance their understanding of the various aspects and applications of biotechnology

as well as the importance of bio-safety and ethical issues related to it.

Course Content:

Theory [Credits: 4] 60 hrs Unit 1: Introduction 2 hrs

Concept and Scope of Biotechnology

Unit 2: Techniques in Gene Manipulation 20 hrs

Outline process of genetic engineering and recombinant DNA technology, Isolation of

genes, Concept of restriction and modification: Restriction endonucleases, DNA

modifying enzymes, Cloning Vectors: Plasmids, Phage vectors, Cosmids, Phagemids

(lambda & M13), BAC, YAC, HAC. Shuttle and Expression Vectors. Construction and

screening of Genomic libraries and cDNA libraries. Transformation techniques:

Electroporation and Calcium Chloride method. Agarose and Polyacrylamide Gel

Electrophoresis, Southern, Northern and Western blotting, DNA sequencing: Sanger

method, Polymerase chain reaction, DNA Fingerprinting and DNA microarrays.

Unit 3: Fermentation 15 hrs

Different types of Fermentation: Submerged & Solid state; batch, Fed batch &

Continuous; Stirred tank, Air Lift, Downstream Processing: Filtration, centrifugation,

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extraction, chromatography (Only Principles: Adsorption, Ion exchange, gel filtration,

hydrophobic, affinity and size exclusion and lyophilization.

Unit 4: Transgenic Animal Technology 5 hrs

Production of transgenic animals: Retroviral method, DNA microinjection method,

Nuclear Transplantation: Dolly and Polly.

Unit 5: Animal Cell Culture and rDNA Application in Health 18 hrs

Basic techniques in animal cell culture, Primary Culture and Cell lines, Culture media-

Natural and Synthetic, Cryopreservation of cultures. Recombinant Vaccines, Gene

Therapy (in-vivo and ex-vivo). Production of recombinant Proteins: Monoclonal

Antibodies, Insulin and growth hormones, Bio safety: Physical and Biological

containment.

Practical [Credits: 2] 1. Packing and sterilization of glass and plastic wares for cell culture.

2. Preparation and sterilization of culture media.

3. Preparation of genomic DNA from E. coli.

4. Plasmid DNA isolation (pUC 18/19) and its detection on agarose gel.

5. Calculation of transformation efficiency from the data provided

6. Restriction digestion of lambda (λ) DNA using EcoR1 and Hind III.

7. Techniques:

a) Western Blot

b) Southern Hybridization

c) DNA Fingerprinting

d) PCR

e) DNA Microarrays

Teaching and Learning Process: As the students of Generic Elective papers are from different and unrelated discipline (s)

the revised syllabus is framed with a basic introduction to the concept of genetic

engineering, scientific techniques and applications. Effective teaching involves aligning

the three major components of instruction: learning objectives, assessments, and

instructional activities. To increase the participation of students and in turn develop their

interest in the topic; more discussions/ Quizzes will be included. Brain storming sessions

will be held to help students march towards scientific excellence, the recent research

activities/trends. Open Learning Resources like SWAYAM, MOOC etc. will be shown.

Field trips/visits to Institute/Industry will be planned to provide better exposure and more

practical view of studying science and applying it judiciously. Students understanding

will be assessed at frequent intervals throughout the learning process. Continuous

evaluation of learning will be carried out and efforts will be made to measure cognitive as

well as applied learning. Project work, quiz, problem solving exercise, classroom

assessment methods, end-semester examination, etc. will constitute the different

components of the overall assessment. Extra efforts and time slots will be given to

students facing difficulty in understanding any topic/concept etc.

Assessment Methods: •••• Regular class tests with objective/subjective questions.

•••• Oral presentation on regular basis by students.

88

•••• Group discussion: Dividing the class into groups and assign each group a topic or

latest development / scientific finding in the field of biotechnology.

•••• Small projects can be designed by students (a group of 3 students) to enhance their

critical thinking, improving scientific writing and honing their skills.

•••• Assignment work.

Keywords: Restriction enzymes, Vector, Transformation, Fermentation, Transgenic, Gene Therapy

Recommended Books: •••• Mathur, J.P. and Barnes, D. (1998) Methods in Cell Biology: . Animal Cell Culture

Methods. Academic Press

•••• Brown, T.A. (1998). Molecular Biology Labfax II: Gene Cloning and DNA

Analysis. II Edition, Academic Press, California, USA.

•••• Glick, B.R. and Pasternak, J.J. (2009). Molecular Biotechnology- Principles and

Applications of Recombinant DNA. IV Edition, ASM press, Washington, USA.

Suggested Readings: •••• Griffiths, A.J.F., J.H. Miller, Suzuki, D.T., Lewontin, R.C. and Gelbart, W.M.

(2009). An Introduction to Genetic Analysis. IX Edition. Freeman and Co., N.Y.,

USA.

•••• Watson, J.D., Myers, R.M., Caudy, A. and Witkowski, J.K. (2007). Recombinant

DNA-Genes and Genomes-A Short Course. III Edition, Freeman and Co., N.Y.,

USA.

Online Tools and Web Resources: •••• https://epgp.inflibnet.ac.in/

•••• https://swayam.gov.in/Home

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ZH GE-II: Animal Diversity

Course Learning Objective: Zoology is the scientific study of animal life. Animals are the most diverse creatures on

this planet. This course gives a framework for understanding the diversity within different

groups, and interrelationship among different species and genera within each group. The

aim of this course is to understand the importance of animal kingdom in context to

hierarchy, body plan and their role in ecological development. This course provides an

overview of the invertebrate and vertebrate animals, including sponges, cnidarians,

flatworms, nematodes, annelids, molluscs, arthropods, echinoderms, invertebrate

chordates, fishes, amphibians, reptiles, birds, and mammals. This paper comprises of 15

units. First nine units provide knowledge of coelom formation, different level of

organization, different modes of living, evolutionary changes of Non-chordates and their

salient features. Whereas, remaining units will impart knowledge on different classes of

chordates. After completion of this course, the learners will have a framework for

understanding all of the different types of animals, and the characteristics of each.

Course Learning Outcome: Upon completion of the course, students will be able to: • Distinguish between major phyla of animals through a demonstrated understanding of

their taxonomic classification and diversity.

• Describe the distinguishing characteristics of all major phyla.

• Understand the fundamental differences among animal body plans and relate them to

function, taxonomic classification, and evolutionary relationships among phyla.

• Illustrate lifecycles, structure, function and reasons for importance of few

representative organisms from different groups of animals.

• Identify anatomical structures from prepared tissues.

• Observe living animals in the environment and relate observations to theory from the

course.

• Recognize major animal phyla and animals on the basis of their external

characteristics.

Course Content:


Unit 1: Protista 4 hrs

General characters of Protozoa; Life cycle of Plasmodium

Unit 2: Porifera 4 hrs

General characters and canal system in Porifera

Unit 3: Radiata 3 hrs

General characters of Cnidarians and polymorphism

Unit 4: Aceolomates 3 hrs

General characters of Helminthes; Life cycle of Taenia solium

Unit 5: Pseudocoelomates 3 hrs

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General characters of Nemathelminthes; Parasitic adaptations.

Unit 6: Coelomate Protostomes 3 hrs

General characters of Annelida; Metamerism.

Unit 7: Arthropoda 5 hrs

General characters; Social life in insects.

Unit 8: Mollusca 4 hrs

General characters of mollusca; Pearl Formation.

Unit 9: Coelomate Deuterostomes 5 hrs

General characters of Echinodermata, Water Vascular system in Starfish.

Unit 10: Protochordata 3 hrs

Salient features of protochordata

Unit 11: Pisces 5 hrs

General characters of Pisces, Osmoregulation in Fishes.

Unit 12: Amphibia 5 hrs

General characters, Adaptations for terrestrial life, Parental care in Amphibia.

Unit 13: Reptilia 4 hrs

General characters, Terrestrial adaptations in reptiles, Poisonous and Non-poisonous

snakes

Unit 14 Aves 4 hrs

General Characters, Flight adaptations.

Unit 15: Mammalia 5 hrs

General Characters; Primates; Dentition in mammals.


1. Study of specimens: • Non Chordates: Euglena, Noctiluca, Paramecium, Sycon, Physalia, Tubipora,

Metridium, Taenia, Ascaris, Nereis, Aphrodite, Leech, Peripatus, Limulus, Hermit

crab, Daphnia, Millipede, Centipede, Beetle, Chiton, Dentalium, Octopus, Asterias

and Antedon.

• Chordates: Balanoglossus, Amphioxus, Petromyzon, Pristis, Hippocampus, Labeo,

Icthyophis/Uraeotyphlus, Salamandra, Rhacophorus Draco, Uromastix, Naja, Viper,

Model of Archaeopteryx, Any three common birds- (Crow, duck, Owl), Squirrel and

Bat.

2. Study of Permanent Slides:

• Cross section of Sycon, Sea anemone and Ascaris (male and female).

• T. S. of Earthworm passing through pharynx, gizzard, and typhlosolar intestine.

• Bipinnaria and Pluteus larva.

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3. Study of:

• Septal & pharyngeal nephridia of earthworm.

• Placoid, Cycloid and ctenoid scales.

4. Study of following organ systems:

• Digestive System of Cockroach.

• Urinogenital system of Rat

Teaching and Learning Process: Teaching-Learning process will include delivery of lectures using boards, Multimedia

presentation, short documentaries on animal diversity, imparting practical based

knowledge through specimens, live demonstration of diversity in surroundings.

Assessment Methods: Assessment methods are:

• Course examination

• Multiple choice questions quiz at the end of each lecture

• Case studies

• Oral presentation by students

• Report or essay writing

• Project based to assess the skills of scientific enquiry and problem-solving

Keywords: Invertebrates, Vertebrates, Protozoa, Parazoa, Metazoa, Protochordates, Parasitic

adaptations, Migration, Parental care, Biting mechanism, Osmoregulation, Canal system,

Water vascular system

Recommended Books: • Campbell and Reece (2005). Biology, Pearson Education, (Singapore) Pvt. Ltd.

• Raven, P. H. and Johnson, G. B. (2004). Biology, VI Edition, Tata McGraw Hill

Publications. New Delhi.

Suggested Readings: • Barnes, R.D. (1992). Invertebrate Zoology. Saunders College Pub. USA.

• Ruppert, Fox and Barnes (2006) Invertebrate Zoology. A functional Evolutionary

Approach, VII Edition, Thomson Books/Cole

• Kardong, K. V. (2002). Vertebrates Comparative Anatomy. Function and Evolution.

Tata McGraw Hill Publishing Company. New Delhi.

. Online Tools and Web Resources: • http://vle.du.ac.in

• Animal Diversity Web (ADW); an online database of animal natural history,

distribution, classification, and conservation biology. Web resource

https://animaldiversity.org/

• Online Zoo; https://www.activewild.com/online-zoo/

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ZH GE-III: Aquatic Biology

Course Learning Objective: Aquatic biology is a scientific discipline that investigates study of all life forms like

plants, animals and chemicals prevalent in the waters from different sources such as

lakes, rivers, streams, wetlands, marine environments etc. It is a modern area of academic

study and research-oriented program. This program helps students to study about aquatic

life and equip students with skills that can later lead into a profession in aquatic biology.

Aquatic biology at undergraduate level works as an entry point for future aquatic

biologist. Two major aspects of Aquatic biology are study of the organisms in the

freshwater (Limnology) and saline waters (Marine biology). This paper focuses on

research and explains processes, structures and pathways in most aquatic and wet

ecosystems. Geographically, aquatic ecosystems in temperate, tropical and arctic regions,

and both basic and applied science will be covered.


• Know the physico-chemical environment, and its role in aquatic ecosystem.

• Learn about adaptations exhibited by organisms to survive in these typical conditions.

• Realize how human activities influence the physicochemical environment of water

bodies, and devastating impact it has on aquatic organisms.

• Learn about the laws governing the use of freshwater systems, as well as the local,

state, federal, and international agencies that enforce these laws to protect endangered

and vulnerable species.

• Understand and apply relevant scientific principles in the area of aquatic biology and

educate others or work to conserve our natural resources.

Course Content:


Unit 1: Aquatic Biomes 6 hrs

Brief introduction of the aquatic biomes: Freshwater ecosystem (lakes, wetlands, streams

and rivers), Estuaries, Intertidal zones, Oceanic pelagic zone, Marine benthic zone and

Coral reefs.

Unit 2: Aquatic Resources 10 hrs

Important fin and shellfish resources of Inland (major carps, Catfish & prawn), Brackish

water (Hilsa), Marine (demersal and pelagic), Ornamental and sport fishes.

Unit 3: Freshwater Biology 24 hrs

Lakes: Origin and classification, Lake as an Ecosystem, Lake morphometry, Physico–

chemical Characteristics: Light, Temperature, Thermal stratification, Dissolved Solids,

Carbonate, Bicarbonates, Phosphates and Nitrates, Turbidity; dissolved gases (Oxygen,

Carbon dioxide). Streams: Different stages of stream development, Physico-chemical

environment, Adaptation of hill-stream fishes.

Unit 4: Marine Biology 10 hrs

Salinity and density of Sea water, Continental shelf, Adaptations of deep sea organisms,

Coral reefs, Sea weeds.

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Unit 5: Management of Aquatic Resources 10 hrs

Causes of pollution: Agricultural, Industrial, Sewage, Thermal and Oil spills,

Eutrophication, Management and conservation (legislations), Sewage treatment Water

quality assessment- BOD and COD.


1. Determine the area of a lake using graphimetric and gravimetric method.

2. Identify the important macrophytes, phytoplanktons and zooplanktons present in a lake

ecosystem.

3. Determine the amount of Turbidity/transparency, Dissolved Oxygen, Free Carbon

dioxide, Alkalinity (carbonates & bicarbonates) in water collected from a nearby lake/

water body.

4. Instruments used in limnology (Secchi disc, Van Dorn Bottle, Conductivity meter,

Turbidity meter, PONAR grab sampler) and their significance.

5. A Project Report on a visit to a Sewage treatment plant/Marine bio-reserve/Fisheries

Institutes.

Teaching Learning Process: In addition to the traditional way of chalk and board teaching, teaching would be

supplemented with Video/animations to help better understanding of the subject. For

enhance practical/field driven knowledge of students, they would be taken to laboratories

or Aquatic research institutes/industries.

Assessment Methods: • Power point presentations

• Assignments with emphasis on recent studies in the Aquatic Biology

• Written examination.

Keywords: Fresh water, Marine Biology, Aquatic resources, Management of resources

Recommended Books: Goldman. Limnology. II Edition

Odum and Barrett. Fundamentals of Ecology. V Edition

Suggested Readings:

Pawlowski. Physicochemical Methods for Water and Wastewater Treatmen. I Edition

Wetzel. Limnology. III edition

Trivedi and Goyal. Chemical and Biological Methods for Water Pollution Studies

Online Tools and Web Resources: • MOOC https://swayam.gov.in/courses/5686-animal-diversity

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ZH GE IV: Environment and Public Health

Course Learning Objective: Health is wealth but this wealth is directly affected by the environment. Environmental

issue that affects human health is the most important trigger that has led to the urgency of

conservation of environment. All the aspects of human health, including quality of life

are determined by physical, chemical, biological, social and psychological factors in

environment. The sustenance of environment is the key to development of future of

mankind. This course aims to create awareness among students about the necessity

conservation of Mother Nature. The main objective of the syllabus is to assess, correct,

control and prevent those factors that can adversely affect environment and hence health

of present and future generation.

Course Learning Outcome: Upon completion of course, students will be able to:

• Get familiarized with various aspects of environmental risks and hazards.

• Recognize the climate change due to human activities.

• Be aware about the various impacts of environmental degradation on human health

through case studies and how it can be prevented.

• Learn about the nuclear and chemical disaster;s and their after effects through cases

studies.

• Know various waste management technologies and their utility.

• Understand the diagnostic methods of various diseases and ways to prevent them.

• Realize the importance of nature conservation for betterment of human race and all

living beings.

Course Content:



Sources of Environmental hazards, Hazard identification and accounting,

Bioaccumulation, Biomagnification, Dose Response Evaluation, exposure Assessment.

Unit 2: Climate Change 10 hrs

Greenhouse gases and global warming, Acid rain, Ozone layer destruction, El Nino La

Nina, Southern Oscillation (ENSO), Effect of climate change on public health

Unit 3: Pollution 15 hrs

Air, water, noise pollution: Sources, effects and control

Smog: Causes and its effect on human health, Effect of noise on Human health, Water

borne diseases, Respiratory ailments (Asthma). Nuclear accidents and holocaust. Case

Histories and their aftermath of: Bhopal gas tragedy, Chernobyl disaster, Seveso disaster

and Three Mile Island accident.

Unit 4: Waste Management Technologies 15 hrs

Classification and Characteristics of solid and hazardous waste, Sewage treatment and its

management, Solid waste management, Handling and disposal: Biomedical waste and

Nuclear waste, Health risk due to hazardous waste (Minamata disease)

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Unit 5: Diseases 10 hrs

Causes, symptoms and control of tuberculosis, Vector borne diseases (Dengue, Malaria),

Typhoid, Cholera, Cancer, Infectious diseases

Practical [Credits: 2] 1. To determine pH, Cl, SO4, NO3 in soil samples from different locations.

2. To determine pH, Cl, SO4, NO3 in water samples from different locations.

3. To determine dissolved oxygen in water samples collected from different water

bodies by Winkler’s Method

4. To measure the COD of water sample from various sources

5. To study the methods adopted for segregation of domestic and hospital wastes into

different categories.

6. A report based on a visit to thermal power plant/ solid waste management site/

Sewage Treatment Plant/ Nuclear Power Plant

Teaching and Learning Process: Generic Elective papers are interdisciplinary in nature. This paper has been revised for

better understanding of the subject by the students even from unrelated disciplines. For an

effective teaching learning process instead of teaching in a complete lecture mode, there

should be interactive teaching for better understanding of the topic. The topics under

Waste management can be understood through visits to waste treatment plants. There can

be extended practical other than the ones included in the syllabus which may include

collection of data, data analysis and preparing report. Incorporation of media and

multimedia and screening of documentaries/movies relevant to the current scenario of

environmental degradation will create awareness among students. Students can present

case studies or Government’s initiative relevant to the topics related to the paper. Quizzes

and debates can be used for better understanding of the topics. Continuous evaluation

through tests, presentation, assignments and project work will inculcate in-depth

understanding of the subject.

Assessment Methods: The various methods can be adopted for continuous evaluation of the students:

• Regular class test

• Oral presentation as part of assignment

• Participation in discussion

• Project work with viva

• Performance in regular and extended practical

Keywords: Environment, Pollution, Environmental hazards, Public Health, Climate Change, Waste

management technologies

Recommended Books: • Vasudevan, N. (2006) Essentials of Environmental Science. Narosa Publishing house,

Delhi.

• Cutter, S.L. (1999) Environmental Risk and Hazards. Prentice-Hall of India Pvt. Ltd.,

New Delhi.

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Suggested Readings: • Kolluru Rao, Bartell Steven, Pitblado R and Stricoff (1996) Risk Assessment and

Management Handbook. McGraw Hill Inc., New York.

• Kofi Asante Duah (1998) Risk Assessment in Environmental Management. John

Wiley and sons, Singapore.

• Kasperson, J.X. and Kasperson, R.E. and Kasperson, R.E. (2003) Global

Environmental Risks. V.N. University Press, New York.

• Joseph F Louvar and B Diane Louver (1997) Health and Environmental Risk

Analysis: Fundamentals with applications. Prentice Hall, New Jersey.

Online Tools and Web Resources: • e-PG Pathshala, SWAYAM, Coursera, Khan academy, CMS vatavaran

documentaries, BBC, Discovery, National geographic, Science Insider

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ZH GE V Exploring The Brain: Structure And Function Course Learning Objective: Exploring the Brain Structure and function is designed for science undergraduates with

the aim to provide them an understanding neural structures as well as its functions which

are prerequisites for higher studies in neurology and psychiatry courses. This introductory

course will lead students to explore the nervous system on multiple levels. They will

learn about the structure of human brain as well as cellular & molecular components of

nervous system which come together in neuronal circuits for conducting signals and

memory consolidation. This course is also designed to familiarize students with different

neurological disorders, neuro-physiological as well as neuro-imaging techniques used for

its diagnosis. Overall, this course will provide students basic knowledge and awareness

about field of neuroscience. The course content is mapped to provide an overview of

brain anatomy and various aspect of nervous system to our undergraduates who wish to

pursue higher studies or research in the field of neuroscience.


• Define the cellular- and anatomical-level organisation of the brain.

• Understand the properties of neuronal and non-neuronal cells that make up the brain

including the propagation of electrical signals used for cellular communication.

• Comprehend how the interaction of cells and neural circuits leads to various higher

level activities like cognition and behaviour.

• Identify principles /mechanism underlying various neurological disorders.

• Learn about neuroimaging methods used for disease diagnosis; and

• neurophysiological methods for sleep and epilepsy analysis.

Course Content



Historical views of the Brain; Neuron doctrine; Organisation and Classification of

nervous system.

Unit 2: Evolution and Adaptation of Brain 6 hrs

Brain evolution and behavioral adaptation; Theories of brain evolution – involving

addition of structure or areas, involving new formation and reorganisation of circuits.

Unit 3: Cellular Neurobiology 8 hrs

Neurons and Glia: Neurons - Soma, Axon, Dendrite; Classification of Neurons; Glia -

Astrocytes, Oligodendrocytes and other non-neuronal cells. Action potential: its

generation and propagation. Synapse: Types of synaptic transmission, Principles of

synaptic transmission and synaptic integration.

Unit 4: Understanding Brain Structure through Development 14 hrs

Formation of neural tube, Primary brain vesicles; Differentiation of forebrain, midbrain

and hindbrain. Cerebral cortex - neocortical evolution and structure-function relationship.

Gross anatomy of human brain, Spinal cord; Cranial nerves, Meninges, ventricular

system.

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Unit 5: Chemical Control of Brain, Behaviour, Learning & Memory 18 hrs

Structure and functions of hypothalamus, pituitary and pineal glands. Diffuse modulatory

systems of the brain - noradrenergic, serotonergic, dopaminergic and cholinergic system.

Neurotransmitters, Ionotropic and metabotropic receptors. Molecular basis of learning

and memory formation: role of the cortex, and hippocampus. Synaptic plasticity and

memory consolidation

Unit 6: Rhythms of the Brain 4 hrs

Biological Rhythms: Circadian Rhythms and Zeitgebers, Role of the suprachiasmatic

nucleus in regulating circadian rhythms, Electroencephalogram; Sleep rhythms, neural

mechanisms of sleep.

Unit 7: Neurological Disorders 7 hrs

Molecular neurodegeneration in Alzheimer and Parkinson disease. Psychosocial and

biological approaches to mental illness like Obsessive-Compulsive Disorder (OCD);

Attention-Deficit/Hyperactivity Disorder (ADHD) and Schizophrenia. Neuroimaging

techniques: PET, CT and MRI imaging for disease diagnosis.

Practical [Credits: 2] 1. Dissection and study of Drosophila nervous system.

2. Observation and quantitation of Drosophila photoreceptor neurons.

3. Perform histochemistry of spinal cord and brain to identify neurons and subcortical

structures.

4. Action potential: simulations under normal conditions and in presence of toxins.

5. Prepare a brief project on electrophysiological hallmark of sleep-wake staging or

epileptogenesis.

Teaching and Learning Process: Knowledge will be shared between teacher and students through two-way

communication. Learning among students will be facilitated by using problem solving

exercises, elaborative quiz-based learning, smart class-based teaching, using multimedia

and animation videos as well as interactive sessions. They will be motivated to take up

mini-project works, prepare models and participate in group discussions for increasing

their awareness about experimental neuroscience.

Assessment Methods: The learners/ students can be assessed in the following ways:

• Continuous assessment will be made during entire semester. Summative assessment

will be collected through as mid semester and semester end evaluations.

• Students will be asked to give power point or black-board presentation on related

topics to increase their basic presentation skills and knowledge.

• Students will be provided feedback on assignments to improve their writing skills and


• From time to time learners will be given theoretical and practical problems to test


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Keywords: Neuroscience, Neuroanatomy, Circadian rhythms, Sleep, Neurochemistry, Action

potentials, Learning and memory, Synaptic plasticity, Neurotransmitters, Cognitive,

Neurodegenerative diseases, Alzheimer, Parkinson disease.

Recommended Books: • Mark F. Bear, Barry W. Connors, Michael A. Paradiso (2015) Neuroscience:

Exploring the brain. IV Edition.

• ER Kandel, JH Schwartz and TM Jessell (2010) Principles of Neural Science. IV

Edition, , McGraw-Hill Companies.

• John H. Byrne. Ruth Heidelberg and M. Neal Waxham. From Molecules to

Networks: An Introduction to Cellular and Molecular Neuroscience.

Suggested Readings: • Alberts B, Johnson A, Lewis J, Raff M, Roberts K, Walter P (eds). (2002) Molecular

Biology of the Cell. IV Edition, New York: Garland.

• Kelly R.B. (1993) Storage and release of neurotransmitters. Cell 72:43–53.

• Kimelberg H.K. (2010) Functions of mature mammalian astrocytes: A current view.

The Neuroscientist 16:79–106.

• Bezanilla F. (2008) Ion channels: from conductance to structure. Neuron 60:456–468.

• Goedert M. and Spillantini M.G. (2006) A century of Alzheimer’s disease. Science

314:777–781. Peter J Simmons and David Young-CUP-2003, Nerve Cells and

Animal Behaviour. II Edition.

• Stephan M. Stahl-CUP-2000, Essential Psychopharamacology- Neuroscientific Basis

and Practical Applications. II Edition.-

• Vilayanur S. Ramachandran and Sandra Blakeslee (1998) Phantoms in the Brain

• Rita Carter (2009) The Human Brain Book

Online Tools and Web Resources: • Learn Medical Neuroscience. Virtual Lab.

https://www.learnmedicalneuroscience.nl/virtual-lab/sensory-systems/

• Allen Brain Atlases: http://portal.brain-map.org

• Human Brain project:https://www.humanbrainproject.eu/en/

• Neuroscience learning resource: https://www.hhmi.org/biointeractive/neuroscience-

collection

• JoVE Science Education. https://www.jove.com/science-education-library

• Coursera- Introduction to Neuroanatomy.

• Coursera- General principles of sensory system part 1 and 2.

• Swayam (MHRD) Portal:

� Demystifying The Brain online course –Neuroscience of Human Movement

online

� How The Brain Creates Mind online course

� Learning about Learning: A Course on Neurobiology of Learning and Memory

� Cognitive Science online course

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ZH GE-VI Food, Nutrition and Health

Course Learning Objective: The prime focus is to provide the students with a basic understanding of the relationship

between food, nutrition and health. It is imperative that focus should be on realistic issues

faced by people with respect to nourishment at all stages of life. Unhealthy eating habits

particularly the shift from fresh food consumption to packaged foods with added salts and

preservatives have contributed to the obesity epidemic in nearly all parts of the world. It

is important to understand this link and change eating habits in accordance to one`s age,

pregnancy, lactation and physical activity. By taking steps to eat healthy, one can obtain

the nutrients required by the body to stay healthy, active, and strong. Mental health is also

affected largely by our lifestyle. Apart from physical activity, the intake of the required

vitamins, minerals and antioxidants also nourish the brain. Malnutrition is the main cause

of impairment of growth in young children and infants and leads to diseases like

Marasmus. Moreover, food hygiene including food and water borne infections along with

food spoilage has also been covered in this course.

Course Learning Outcome: Upon the completion of the course, students will be able to:

• Have a better understanding of the association of food and nutrition in promoting

healthy living.

• Think more holistically about the relationship between nutrition science, social and

health issues.

• Move on to do post-graduation studies and can apply for jobs as food safety officers,

food analysts, food inspectors, food safety commissioners or controllers for jobs in

organizations like FSSAI.

• Specialize in various fields of nutrition.

Course Content:


Unit 1: Basic concept of food and nutrition 13 hrs

Food Components and food-nutrients, Concept of a balanced diet, nutrient needs and

dietary pattern for various groups- adults, pregnant and nursing mothers, infants, school

children, adolescents and elderly. Food Pyramid, Nutritional anthropometry- BMI, waist-

to-hip ratio, skin-fold test and bioelectrical impedance; interpretation of these

measurements.

Unit 2: Nutritional Biochemistry 15 hrs

Carbohydrates, Lipids, Proteins, their dietary source and role Vitamins- their dietary

source and importance Minerals- their biological functions. Dietary Fibres - Definition,

their dietary source and nutritional importance. Elementary idea of Probiotics, Prebiotics,

Organic Food.

Unit 3: Health 17 hrs

Definition and concept of health, Major nutritional Deficiency diseases- (kwashiorkor

and marasmus), Deficiency disorders, their causes, symptoms, treatment, prevention and

government programmes, if any. Life style related diseases- hypertension, diabetes

mellitus, Atherosclerosis and obesity- their causes and prevention through dietary and

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lifestyle modifications, Social health problems- smoking, alcoholism, drug dependence

and Common ailments- cold, cough, and fevers, their causes and treatment.

Unit 4: Food hygiene 15 hrs

Food and Water borne infections; Bacterial infection: Cholera, typhoid fever, dysentery;

Viral infection: Hepatitis, Poliomyelitis; Protozoan infection: amoebiasis, giardiasis;

Parasitic infection: taeniasis and ascariasis their transmission, causative agent, sources of

infection, symptoms and prevention; Brief account of food spoilage: Causes of food

spoilage and their preventive measures.

Practical [Credits: 2] 1. To detect adulteration in a) Ghee b) Sugars c) Tea leaves and d) Turmeric

2. Estimation of Lactose in milk and diagnosis of lactose intolerance by measuring

hydrogen gas during expiration.

3. Ascorbic acid estimation in food by titrimetry

4. Estimation of Calcium in foods by titrimetry

5. Study of the stored grain pests from slides/photographs (Sitophilus oryzae,

Trogoderma granarium, Callosobruchus chinensis and Tribolium castaneum): their

identification, habitat and food sources, damage caused and control. Preparation of

temporary mounts of the above stored grain pests.

6. Visit to food testing lab /or any agency of food standards

7. Project work

8. Undertake computer aided diet analysis and nutrition counselling for different age

groups.

9. Identify nutrient rich sources of foods (fruits and vegetables), their seasonal

availability and price.

10. Study of nutrition labelling on selected foods

Teaching and Learning Process: Lectures using PowerPoint and chalk-blackboard method & RBPT will be used to impart

knowledge. Use of IT-CT facility will be integrated in the learning. Survey based short

projects as assignments will help students to gain insight in the subject. Visit to

prominent food and nutrition laboratories to learn about basic techniques will arouse

interest among students.

Assessment Methods: • Quizzes, multiple choice questions, fill in the blanks and short answers

• Student presentation

• Take-home Assignments

• End of term theory and Practical examination

Keywords:

Food, Nutrition, Health, Food Pyramid, Diseases

Recommended Books: • Shashi Goyal & Pooja Gupta. Food, Nutrition and Health (ISBN: 9788121940924)

• Linda Tapsell. Food, Nutrition and Health. I Edition, , Oxford(ISBN: 978-

0195518344)

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Suggested Readings: • Avantina Sharma. Principles of Therapeutic Nutrition and Dietetics.. CBS Publishers

and Distributors Pvt. Ltd.

• Elia M et al. (eds) Clinical Nutrition. Wiley-Blackwell A John Wiley & Sons Ltd.

• Gibney MJ et al. (eds) (2009) Introduction to Human Nutrition. Wiley-Blackwell A

John Wiley & Sons Ltd, Nutritional Society.

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ZH GE-VII: Human Physiology

Course Learning Objective: The students will be introduced to the principles of normal biological function in human

body. Basic human physiology will be outlined and correlated with histological

structures. Students will be exposed to the concept of how animals maintain an internal

homeostatic state in response to changes in their external environment. Hands-on

practical skills useful in routine life will be inculcated among students. Students will be

encouraged for subsequent biological courses that require an understanding of the

physiology of organisms.


• Know the principles of normal biological function in human body.

• Outline basic human physiology and correlate with histological structures.

• Understand how animals maintain an internal homeostatic state in response to

changes in their external environment.

Course Content:


Unit 1: Digestion and Absorption of Food 12 hrs

Structure and function of digestive system; Digestion and absorption of carbohydrates,

fats and proteins; Nervous and hormonal control of digestion (in brief)

Unit 2: Functioning of Excitable Tissue (Nerve and Muscle) 10 hrs

Structure of neuron and brief introduction of neuroglia; Propagation of nerve impulse

(myelinated and non-myelinated nerve fibre); Structure of skeletal muscle; Mechanism of

muscle contraction (Sliding filament theory); Neuromuscular Junction

Unit 3: Respiratory Physiology 8 hrs

Structure and function of Respiratory tract and Lungs; Ventilation, External and internal

Respiration; Transport of oxygen and carbon dioxide in blood; Factors affecting transport of

gases

Unit 4: Renal Physiology 8 hrs

Functional anatomy of kidney; Mechanism and regulation of urine formation

Unit 5: Cardiovascular System 8 hrs

Structure of heart; Coordination of heartbeat; Cardiac cycle and ECG

Unit 6: Endocrine and Reproductive Physiology 14 hrs

Structure and function of endocrine glands and related disorders (pituitary, thyroid,

parathyroid, pancreas, adrenal, ovaries, and testes); Brief account of spermatogenesis and

oogenesis; Menstrual cycle

Practical [Credits: 2] 1. Preparation of temporary mounts: Neurons and Blood film.

2. Preparation of haemin and haemochromogen crystals.

3. Demonstration of haemoglobin using Sahli’s haemoglobinometer.

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4. Examination of permanent histological sections of mammalian, stomach, lung, kidney,

thyroid, pancreas, testis, ovary.

5. Determination of ABO Blood group.

6. Recording of blood pressure by using a Sphygmomanometer in resting condition.

Teaching and Learning Process:

Interactive learning using classic lecture mode, PowerPoint Presentations, Discussion,

Audio Visual aids, etc. will be used to create awareness and interest among students.

Assessment Methods: • Diagnostic assessment – to check the knowledge base. It is desired, as being a

Generic Elective paper, students would come from diverse streams ((science,

commerce and arts).

• Formative assessment - written test/viva-voce to check the retention of the topic.

• At the end summative assessment could be done and students are rewarded on the

basis of presentations, test, project reports, theory & practical examination

Keywords: Physiology, Histology, Anatomy, Physiological pathways, Feed-back loops, Control

and coordination.

Recommended Books: • Widmaier E, Raff H and Strang K. (2013) Vander’s Human Physiology: The

Mechanism of Body Functions. McGraw-hill Education 13th

Edition.

• Tortora, G.J. and Derrickson, B.H. (2009). Principles of Anatomy and Physiology.

XII Edition, John Wiley and Sons, Inc.

Suggested Readings: • Guyton, A.C. and Hall, J.E. (2011) Textbook of Medical Physiology. XII Edition,

Harcourt Asia Pvt. Ltd/ W.B. Saunders Company.

• Kesar, S. and Vashisht, N. (2007) Experimental Physiology. Heritage Publishers.

• Prakash, G. (2012) Lab Manual on Blood Analysis and Medical Diagnostics. S.

Chand and Company Ltd.

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ZH GE-VIII Insect Vector and Disease

Course Learning Objective: Insect vectors cause many diseases which lead to millions of deaths across the world

every year especially in developing countries. The rate of pathogen transmission by

insects is increasing at an alarming rate posing a growing threat to the human population.

Disease transmission by these insects can be prevented only by studying their biology,

modes of transmission of pathogens by them, evaluation of associated risk factors, devise

effective methods to control these insects and resolve the challenges posed.

Course Learning Outcome: Upon completion of the Course, the students will be able to: • Identify different insects and classify them based on their morphology and behaviour

• Describe the host-pathogen relationships and the role of the host reservoir on

transmission of parasite

• Explain various modes of transmission of parasite by insect vectors

• Recognize various possible modern tools and methodologies for laboratory diagnosis,

surveillance and treatment of diseases

• Define various terms related to insect transmitted diseases such as vectorial capacity,

mechanical and biological transmission, host specificity etc.

• Identify the risk groups and characterize them on the basis of exposure risk

• Explain control methods of insect vector diseases including spreading awareness on

public health programs and mitigating insect borne diseases

• Employ the use of advanced management strategies in disease control with respect to

parasite evolution

Course Content:


Unit 1: Introduction to Insects 10 hrs

General Features of Insects, Classification of insects up to Orders - key identification

features; Morphological features: Head – Eyes, Types of antennae, Types of Mouth parts

w.r.t. feeding habits: siphoning type (butterfly), sponging type (housefly), biting and

chewing type (cockroach), piercing and sucking type (mosquito), chewing and lapping

type (honey bee); thorax: types of legs.

Unit 2: Concept of Vectors 4 hrs

Brief introduction to Carriers and Vectors (mechanical and biological vector); Insect

reservoirs; Host-vector relationship; Vectorial capacity; Adaptations in insects to act as

vectors; Host Specificity; Modes of disease transmission - vertical and horizontal

transmission.

Unit 3: Insects as Vectors 10 hrs

Features of Orders with insects as vectors (Diptera, Siphonaptera, Siphunculata,

Hemiptera) w.r.t. evolutionary, anatomical, physiological, cellular and molecular

adaptations towards their role as vectors; Management strategies to control insect vectors

– Quarantine, Cultural, Mechanical, chemical, Biological, Behavioral.

Unit 4: Dipterans as Disease Vectors 20 hrs

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Dipterans as important insect vectors – Mosquitoes, Sand flies, Houseflies; Study of

mosquito borne diseases – Malaria, Dengue, Chikungunya, Viral encephalitis, Filariasis;

Control of mosquitoes; Study of sand-fly borne diseases – Leishmaniasis, phlebotomus

fever; Control of sand flies. Study of house fly as important mechanical vector; Myiasis;

Control of house fly.

Unit 5: Siphonapterans as Disease Vectors 5 hrs

Fleas as insect vectors; Host-specificity; Study of flea borne diseases – Plague, typhus

fever; Control of sand flies.

Unit 6: Siphunculata as Disease Vectors 6 hrs

Human louse (head, body and pubic louse) as disease vectors; study of louse borne

diseases – Typhus fever, relapsing fever, trench fever, vagabond’s disease, phthiriasis;

Control of human louse.

Unit 7: Hemipterans as Disease Vectors 5 hrs

Bugs as insect vectors; Blood sucking bugs; Chagas disease; Bed bugs as mechanical

vectors; Control and prevention methods.


1. Study of different kinds of mouth parts of insects through slides/specimens 2. Study of insect vectors through permanent slides or photographs: Aedes, Culex,

Anopheles, lice (head, body, pubic), bed bug, Phlebotomus (sand fly), Musca

domestica (house fly)

3. Study of different diseases transmitted by above insect vectors.

4. Project report on any one disease transmitted by insect vector

Teaching and Learning Process: Classroom teaching using Power point presentations enabled with related photographs of

insect vectors, their life stages and disease diagnosis will be employed to clarify concepts.

Case studies of epidemics caused by insects as vectors will be discussed to make the

students aware about their importance. Visit to local diagnostic centre will provide an

overview of various medical tests conducted to detect and confirm vector transmitted

diseases.

Assessment Methods: • Continuous and Comprehensive Formative assessment (attendance+ assignment+

test)

• Summative Assessment

• Term-end Theory exam

• Term-end Practical exam

Keywords: Insect, Vector, Diseases, Mosquito, host, parasite

Recommended Books: • Service, M.W. (1980) A Guide to Medical Entomology. Macmillan Press.

• Ricard P. Lane & Roger W. Crosskey (1993) Medical insects and Arachnids. Springer

Science and Business Media, B. V.

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• Burgess, N.R.H and Cowan, G.O. (1993) A Colour Atlas of Medical Entomology.

Springer Science and Business Media, B. V.

Suggested Readings: • Kenneth G. V. Smith. (1973) Insects and other Arthropods of Medical Importance.

John Wiley and Sons.

• Nicholas R. H. Burgess. (1981) Arthropods of Medical Importance. Noble Books Ltd.

Hampshire

108

ZH SEC-I Apiculture

Course Learning Objective: The course will make the student aware about the significance of beekeeping as the

economically viable industry. It will help the students to understand the biology and

behaviour of bees. The course would clarify the techniques of honey bee rearing,

optimization of techniques based on climate and the geographical regions, and various

measures to be taken to maximize the benefits. It would also help the students to develop

entrepreneurial skills required for self-employment in beekeeping sector.



• Learn about the various species of honey bees in India, their social organization and

importance.

• Be aware about the opportunities and employment in apiculture – in public, private

and government sector.

• Gain thorough knowledge about the techniques involved in bee keeping and honey

production.

• Know about various products obtained from beekeeping sector and their importance.

• Develop entrepreneurial skills necessary for self-employment in beekeeping sector.



Course Content:


Unit 1: Biology of Bees 4 hrs History, Classification and Biology of Honey Bees Different species of honey bees -Apis

dorsata, Apis cerana indica, Apis florea, Apis mellifera, Melipona sp. Social

Organization of Bee Colony, Behavioural patterns (Bee dance, swarming)

Unit 2: Rearing of Bees 14 hrs

Artificial Bee rearing (Apiary), Beehives – Newton and Langstroth; Bee Pasturage;

Selection of Bee Species for Apiculture – Apis cerana indica, Apis mellifera; Bee

Keeping Equipment Methods of Extraction of Honey (Indigenous and Modern) &

processing; Apiary management – Honey flow period and Lean period

Unit 3: Diseases and Enemies 5 hrs

Bee Diseases, control and preventive measures; Enemies of bees and their control

Unit 4: Bee Economy 3 hrs

Products of Apiculture Industry (Honey, Bees Wax, Propolis, Royal jelly, Pollen etc.) &

their uses; Modern Methods in employing artificial Beehives for cross pollination in

horticultural gardens

Unit 5: Entrepreneurship in Apiculture 4 hrs

Bee Keeping Industries – Recent Efforts, Employment opportunities, Economics in small

scale and large-scale beekeeping, Scope for women entrepreneurs in beekeeping sector

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Practical [Credit: 2] 1. Study of the life history of honey bee, Apis cerana indica and Apis mellifera from

specimen/ photographs - Egg, larva, pupa, adult (queen, drone, worker)

2. Study of natural bee hive and identification of queen cells, drone cells and brood

3. Study of morphological structures of honey bee through permanent slides/

photographs – mouth part, antenna, wings, legs (antenna cleaner, mid leg, pollen

basket), sting apparatus.

4. Permanent/temporary mount of antenna cleaner, mid leg and pollen basket OR mount

of pollen grains from flowers

5. Study of artificial hive (Langstroth/Newton), its various parts and beekeeping

equipment.

6. Analysis of honey – purity, biochemical analysis (Any two constituents)

7. Visit to an apiary/honey processing unit/institute and submission of a report.

8. Study of bee pasturage –

a. Visit to fields/gardens/orchards for studying the bee activity (role in pollination

and nectar collection).

b. Making of herbarium of nectar and pollen yielding flowering plants

9. Submission of a few products obtained from apiculture industry.

Teaching and Learning Process: Information and concepts about benefits of honey bees in human life and how these

benefits can be reaped, will be imparted through classroom lectures to inculcate a

conceptual base among the students about the subject. Learning through observations of

bees in nature and study of rearing technology will be assisted through visits to various

apiculture institutes which will create interest, enhance their understanding and inculcate

entrepreneurial skills among students to set up SMEs. Blended learning including chalk-

n-talk method and e-learning will be encouraged to make student’s learning more

dynamic. Inquiry-based collaborative learning environment through presentations,

debates, group discussions, and roundtables on the various aspects of bee biology will be

promoted to not only ensure effective learning and understanding of the concepts, but

also to inculcate confidence in the students. Field-based project activities and hands-on

exposure have been added to make students aware about handling of bees and their

rearing methods. Collection of plants and bee products will also help students to know the

benefits of apiculture. Visit to various apiculture institutes will clarify their concepts

about the bees and their rearing technology.



includes practice sessions as well as the ones in which evaluation is held.




• Regular Presentations: Presentations by the students on a topic will enhance student’s

learning and confidence. The presentations will be assessed based on the content,


• Viva-voce: Viva-voce is a critical component of assessment of the practical



110


on their performance in the exams is an indicator of student’s learning throughout the

semester. Assessment of students through final exams analyses comprehensive


Keywords: Apiculture, Bee, Bee hive, Beekeeping, Bees’ wax, Brood, Comb sheets, Drones,

Entrepreneurship, Honey, Langstroth’s hive, Newton’s hive, Propolis, Queen bee, Royal

jelly

Recommended Books: • Singh S. (1962) Beekeeping in India, Indian Council of Agricultural Research, New

Delhi.

• Mishra, R. C. (1995). Honeybees and their Management in India. Indian Council of

Agricultural Research, New Delhi.

Suggested Readings: • Prost, P. J. (1962). Apiculture. Oxford and IBH, New Delhi.

• Rahman, A. (2017) Beekeeping in India. Indian Council of Agricultural Research,

New Delhi

• Gupta, J. K. (2016). Apiculture, Indian Council of Agricultural Research, New Delhi

• Master Beekeeping

Online Tools and Web Resources: • (https://www.ecornell.com/certificates/beekeeping/master-beekeeping/)

• Beekeeping (https://nios.ac.in/media/documents/nsqf/beekeeping%20theory.pdf)

• Swayam (MHRD) Portal Vocational Beekeeping

(https://swayam.gov.in/courses/5844-vocational-beekeeping

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ZH SEC -II Aquarium Fish Keeping

Course Learning Objective: The course will impart basic knowledge

of ornamental fish Industry and inculcate its scope as an avenue for career development

in Entrepreneurship or as an Aquari-culturist. It will provide a clear understanding on the

basics of habits and biology of aquarium fishes so as to facilitate taking up ornamental

fish keeping even at a household level. The skill capacity building of students will be

promoted by teaching the techniques of aquarium constructions, feed formulation and

preparation, transportation, maintenance and management of the system. The students

will have first hands-on experience by exposure to technology, production, functioning or

operation of an institution through visits to public aquariums in the markets, ornamental

fish farms, hatcheries, and fish feed production plant as study tours or field visits.

Course Learning Outcome: • Upon completion of the course, students should be able to:Acquire knowledge about

different kinds of fishes, their compatibility in aquarium.

• Become aware of Aquarium as commercial, decorative and of scientific studies.

• Develop personal skills on maintenance of aquarium.

• Know about the basic needs to set up an aquarium, i.e., dechlorinated water, reflector,

filters, scavenger, aquatic plants etc. and the ways to make it cost-effective.

Course Content:


Unit 1: Introduction to Aquarium Fish Keeping 2 hrs

The potential scope of Aquarium Fish Industry as a Cottage Industry; Exotic and

Endemic species of Aquarium Fishes

Unit 2: Biology of Aquarium Fishes 6 hrs

Study of different species of Aquarium fishes and biology (Breeding, Feeding economic

importance etc) of exotic and endemic fish. Common characters and sexual dimorphism

of Fresh water and Marine Aquarium fishes such as Guppy, Molly, Sword tail, Gold fish,

Angel fish, Blue morph, Anemone fish and Butterfly fish.

Unit 3: Food and feeding of Aquarium fishes 8 hrs

Use of live fish feed organisms (Advantages and Disadvantages of live food), Use of

formulated feeds, Types of formulated feed, Formulation and preparation of feed,

Advantages and disadvantages of formulated feed

Unit 4: Fish Transportation 8 hrs

Live fish transport (Capture and Pre-transport Maintenance, Capture and Handling

techniques); Fish packing and transport (Closed and open transport system, Preparation

for packaging, Procedure for packaging, Precautions, Post transport maintenance)

General Handling techniques

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Unit 5: Maintenance of Aquarium 6 hrs

General Aquarium maintenance - budget for setting up an Aquarium Fish Farm as a

Cottage Industry.

Practical [Credit: 2] 1. Study of different species of Aquarium fishes and biology (Breeding, Feeding

economic importance etc) of exotic and endemic fish.

2. Study of Sexual Dimorphism of Fresh water and Marine Aquarium Fish (Guppy,

Molly, Sword tail, Gold fish, Angel fish, Blue morph, Anemone fish, Butterfly fish)

3. Type, composition and formulation of fish feed (using Pearson Square Methods)

4. Construction and maintenance of Glass Aquarium and Filter System Using

Indigenous Locally available materials.

5. Monitoring of aquarium water quality (Temperature, pH, Dissolved Oxygen, Carbon

dioxide, Ammonical N-Load) through titrimetry methods.

6. To write a project proposal for setting up a small aquarium fish keeping as a cottage

industry to a funding agency for self-employment of youths or for helping poor

farmers; after visiting any farm/enterprise.


Teaching Learning must include the videos, surveys, presentation to show the

significance of the course - its commercial, scientific and aesthetic prospects. Learning

must inculcate in students with the visit of any farm or lab. Practical exercise with the set-

up of an aquarium and its maintenance; and hands-on training for the formation of feeds

will develop skill among students. Students should be assigned for subject related

surveys, presentation, reports so that they can be rewarded on this basis.

Assessment Methods: • Reports

• Presentation

• Individual project reports

• Problem-solving exercises

• Observation of practical skills

• Viva-voce

Keywords: Ornamental fishes, Cottage industry, Endemic fish, Feed formulation, Transportation

techniques.

Recommended Books: • Dawes, J. A. (1984) The Freshwater Aquarium, Roberts Royee Ltd. London.

• Gunther, A. (1980) An Introduction to the Study of Fishes. A and C. Black

Edinburgh.

Suggested Readings: • Jhingran, V.G. (1982) Fish and Fisheries in India. Hindustan publ. Corp, India.

• Pandey, K and J.P. Shukla (2013) Fish and Fisheries. Rastogi publication

113

ZH SEC-III Medical Diagnostics

Course Learning Objective : Medical diagnostics paper is aimed to provide students a unique opportunity to study how

doctors or clinicians come to a conclusion regarding disease prediction, prevention,

diagnosis, and optimal treatment regimens. Students will learn about multiple diagnostic

tools, techniques and technologies use in medical practices. The emphasis is on how to

select an appropriate diagnostic technique, methods and technologies to conduct analyses

to understand the results and their implications in patient diagnoses. The medical

diagnostic paper is primarily focused on, clinical chemistry, hematology, diagnostic

microbiology, histopathology, molecular diagnostics and diagnostic medical imaging.


After completing this course, the students should be able to:

Gain knowledge about various infectious, non-infectious and lifestyle diseases, tumors

and their diagnosis

• Understand the use of histology and biochemistry of clinical diagnostics and learn

about the molecular diagnostic tools and their relation to precision medicine.

• Develop their skills in various types of tests and staining procedure involved in

hematology, clinical biochemistry and will know the basics of instrument handling.

• Learn scientific approaches/techniques used in the clinical laboratories to investigate

various diseases and will be skilled to work in research laboratories.

• Gain knowledge about common imaging technologies and their utility in the clinic to

diagnose a specific disease.

Course Content:


Unit 1: Introduction to Medical Diagnostics and its Importance 2 hrs

Unit 2: Medical Diagnostics of Body Fluids 10 hrs

Blood composition, Blood bank, Transfusion of blood, RBC, WBC and platelet count

using haemocytometer, Erythrocyte Sedimentary Rate (E.S.R), Packed Cell Volume

(P.C.V.), Analysis of urine, sputum, faeces and semen (sperm count)

Unit 3: Medical Diagnostics of Non-infectious Diseases 10 hrs

Causes, types, symptoms, complications, diagnosis and prevention of Diabetes (Type I

and Type II), Hypertension (Primary and secondary), Diagnosis and detection of types of

tumors (Benign/Malignant) and metastasis, FNAC.

Unit 4: Diagnostics Microbiology 5 hrs

Methods to diagnose and isolate infectious agents of diseases like Tuberculosis, Hepatitis

and AIDS.

Unit 5: Diagnostic Medical Imaging 3 hrs

Principle of Medical imaging techniques like X-Ray of Bone fracture, PET, MRI and CT

Scan

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Practical [Credits: 2] 1. ABO blood group typing.

2. Estimation of haemoglobin content using Sahli’s haemoglobinometer.

3. Analysis of urine for abnormal constituents.

4. Total leucocytes count from blood.

5. Measurement of blood pressure under normal and stress condition.

6. Estimation of blood glucose/ cholesterol by kit.

7. Determination of bleeding time/clotting time

8. Detecting defects of colour vision by Ishihara Charts.

9. Interpretation of ECG.

10. Medical Imaging techniques: X-Ray of bone fracture, MRI, CT scan.

Teaching and Learning Process: Different instructing strategies shall be adopted including: Lectures, interactive lectures,

classroom discussions and practical based on a theory paper by analyzing body fluids,

tissues, blood typing, chemical analyses, cell counts of human body etc. Use of digital

technologies will enable students to get a better understanding of the concepts. Hands-on

experience, including diagnostic analysis in the diagnostic laboratory and student

presentations will provide supplement to conventional text books. Field studies will

include visits to diagnostic laboratory or a visit to a hospital having diagnostic facilities.

Assessment Methods: • Closed-book tests to evaluate the students' knowledge and understanding of material

covered in the class.

• Internal evaluation based on the experiment performed during the internal

examination or class tests conducted by the internal examiners.

• Dimension of comprehension and capacity to respond to inquiries as a piece of viva-

voce.

• Involvement in class and group discussions of individual research and contribution to

fruitful discussions.

• Assignments based on the text prescribed in the syllabus.

• Power Point presentation on any aspect of medical diagnostics.

• Hospital visit/medical institute visit.

• Project work (Students should execute one project of their choice or teacher may

assign the project. Project report should be scanned for plagiarism through freely

available software and a soft copy of the report should be mandatory).

Keywords: Diagnostic methods, Infectious and Non-Infectious Diseases, Imaging Techniques

Recommended Books: • Park, K. (2007), Preventive and Social Medicine, B.B. Publishers

• Godkar P.B. and Godkar D.P. Textbook of Medical Laboratory Technology, II

Edition, Bhalani Publishing House

• Prakash, G. (2012), Lab Manual on Blood Analysis and Medical Diagnostics, S.

Chand and Co. Ltd.

115

Suggested Readings: • Cheesbrough M., A Laboratory Manual for Rural Tropical Hospitals, A Basis

For Training Courses

• Guyton A.C. and Hall J.E. Textbook of Medical Physiology, Saunders

• Robbins and Cortan, Pathologic Basis of Disease, VIII Edition, Saunders

Online Tools and Web Resources: • https://www.skillstat.com/tools/ecg-simulator

• https://www.youtube.com/watch?v=ZoGfQM5JCnI

• https://www.youtube.com/watch?v=Qbnz4_qed9Q&t=276s

• https://www.youtube.com/watch?v=djAxjtN_7VE

• https://www.youtube.com/watch?v=9SUHgtREWQc&t=188s

• https://www.youtube.com/watch?v=fHUzVqoDnts

116

ZH SEC-IV: Research Methodology

Course Learning Objective: This course offers overview of Research Methodology including quantitative and

qualitative research in basic as well as applied aspects of Biological Sciences. It is

designed to provide hands-on experience with collection, analysis and interpretation of

data and also writing a report/thesis. Moreover, this course focusses on developing the

skills necessary for pursuing a career in research. The students will be motivated to learn

scientific investigation to solve problems, test hypothesis, develop or invent new products

for the benefit of society.

Course Learning Outcome: After completing this course, the students should be able to:

• Describe basic concepts of research and its methodologies

• Identify appropriate research topics and set up hypothesis

• Perform literature review using library (print) and internet (online) resources

• Design experiments/surveys, collect data and represent data in tables/figures

• Analyze data with appropriate software tools, interpret results and draw conclusion

• Write scientific report/ review/ thesis and prepare seminar/ conference presentations -

oral as well as poster

• Understand the methods of citation and referencing styles, check plagiarism and get

insight of intellectual property right

Course Content:


Unit1: Foundations of Research 4 hrs

Meaning, Objectives, Motivation: Research Methods vs Methodology, Types of

Research: Analytical vs Descriptive, Quantitative vs Qualitative, Basic vs Applied.

Unit 2: Research Design 8 hrs

Need for research design: Features of good design, Important concepts related to good

design-Observation and Facts, Prediction and Explanation, Development of Models.

Developing a research plan: Problem identification, Experimentation, Determining

experimental and sample designs

Unit 3: Data Collection, Analysis and Report Writing 12 hrs

Observation and Collection of Data-Methods of data collection- Sampling Methods, Data

Processing and Analysis Strategies; Preparation of Tables and Figures; Technical Reports

and Thesis writing; Bibliography/References; Data Presentation using digital tools.

Seminar presentation (oral/poster)

Unit 4: Ethical Issues 6 hrs

Intellectual Property Rights, Copy Right, Royalty, Patent laws, Commercialization,

Plagiarism, Citations, Acknowledgement, Research Grants/ Fellowships

117

Practical [Credits: 2] 1. Usage of search engine tools for retrieving research/review papers

2. To generate a hypothesis and design an experiment

3. Collection of data, interpretation and writing a report

4. Graphical representation and interpretation of the data provided

5. Title and abstract writing for a given research paper

6. Preparation of bibliography in different formats as per journal requirements

7. Usage of software tools for checking plagiarism

8. Visit to Research Laboratory and/or Research Internship

Teaching and Learning Process: Survey based data collection, graphical representation of data and compilation of report

as assignments will be stressed upon. Visit to Research Laboratories will be held to

introduce usage of instruments and techniques in the research work to students.

Participation in Research Internships/ Conferences/Seminar will be encouraged to

develop research skills.

Assessment Methods: The students will be assessed on the basis of their performance in class room

presentations as well as semester end examination.

Keywords: Research Methodology, Data Analysis, Experimental design, Sampling, Research paper,

Abstracts, Dissertation, Thesis, Citation, IPR, Plagiarism, Patent, Research Grants,

Fellowships

Recommended Books: • Anthony, M,Graziano, A.M. and Raulin, M.L. (2009) Research Methods: A Process

of Inquiry, Allyn and Bacon.

• Walliman, N. (2011) Research Methods-The Basics. Taylor and Francis, London,

New York.

Suggested Readings: • Wadhera, B.L. (2002) Law Relating to Patents, Trade Marks, Copyright Designs and

Geographical Indications, Universal Law publishing

• Kothari, C.R. (2009) Research Methodology, New Age International.

• Coley, S.M. and Scheinberg, C.A. (1990) “Proposal writing”. Stage Publications.

Online Tools and Web Resources: • https://swayam.gov.in/course/292-introduction-to-research

• https://explorable.com/research-methodology

• https://www.coursera.org/learn/research-methods

• https://www.coursera.org/learn/sciwrite

118

ZH SEC-V Sericulture

Course Learning Objective: The course will make the student aware about the significance of sericulture as the profit-

making enterprise. It will help the students to understand the biology of silkworms and its

nutritional requirement to secrete quality silk. The course would clarify the techniques of

silkworm rearing, reeling of silk and various measures to be taken to maximize the

benefits. It would also help the students to know about various uses of silk and develop

entrepreneurial skills required for self-employment in sericulture and silk production

sector.



• Learn about the history of sericulture and silk route.

• Recognize various species of silk moths in India, and Exotic and indigenous races.

• Be aware about the opportunities and employment in sericulture industry – in public,

private and government sector.

• Gain thorough knowledge about the techniques involved in silkworm rearing and silk

reeling.

• Develop entrepreneurial skills necessary for self-employment in mulberry and seed

production and be apprised about practicing sericulture as a profit-making enterprise.



Course Content:



Sericulture: Definition, history and present status; Silk route; Types of silkworms,

Distribution and Races; Exotic and indigenous; Mulberry sericulture; Non-mulberry

Sericulture, Eri, Muga, Tasar

Unit 2: Biology of Silkworm 3 hrs

Life cycle of Bombyx mori; Structure of silk gland and secretion of silk; Composition and

properties of silk

Unit 3: Rearing of Silkworms 14 hrs

Selection of mulberry variety and establishment of mulberry gardenRearing house and

rearing appliancesDisinfectants: Formalin, bleaching powder, RKOSilkworm rearing

technology: Early age and Late age rearing. Types of mountages.Harvesting and storage

of cocoons.Post-harvest technology – Silk reeling, Dyeing and Weaving, Ahimsa silk

Unit 4: Pests and Diseases 4 hrs

Pests of silkworm: Uzi fly, dermestid beetles and vertebrates; Pathogenesis of silkworm

diseases: Protozoan, viral, fungal and bacterial; Control and prevention of pests and

diseases

Unit 5: Silk Industry and Its Importance 2 hrs

Silk usage and application in Textile and non-textile industry

119

Unit 6: Entrepreneurship in Sericulture 3 hrs

Prospectus of Sericulture in India: Sericulture industry in different states, Employment

opportunities in mulberry and non-mulberry sericulturesector, Economics in small scale

and large-scale silk worm rearing, Scope for women entrepreneurs in sericulture sector,

Practical [Credits: 2] 1. Study of the life cycle of different species of silk moths - Bombyx mori, Philosamia

ricini, Antherea paphia/Antherea mylitta, Antherea assama and silk secreted by them.

2. Study of the sexual dimorphism in caterpillar, pupae and adults of Bombyx mori.

3. Study of the structure of silk gland of mulberry silk worms.

4. Study of rearing house and different appliances used in rearing of mulberry silk

worms.

5. Study of the different disinfectants used in silkworm rearing houses.

6. Study of different types of mountages from specimen/photographs.

7. Analysis of silk fibre quality – Visual examination, thickness, purity.

8. Study of the parasites and predators of silk worms and their control - Uzi fly,

Dermestid beetle, Vertebrates.

9. Study of silkworm diseases and their control – Pebrine, Flacherie, Grasserie,

Muscardine.

10. Submission of a report on visit to ‘Sericulture Institute’/ ‘Various Sericulture Centres

in India’.

Teaching and Learning Process: Information and concepts about benefits of silkworms in human life and how these

benefits can be reaped, will be imparted through classroom lectures to inculcate a

conceptual base among the students about the subject. Learning through observations of

silkworms in nature and study of rearing technology will be assisted through visits to

various sericulture institutes which will create interest, enhance their understanding and

inculcate entrepreneurial skills among students to set up SMEs. Blended learning

including chalk-n-talk method and e-learning will be encouraged to make student’s

learning more dynamic. Inquiry-based collaborative learning environment through

presentations, debates, group discussions, and roundtables on the various aspects of

silkworm biology will be promoted to not only ensure effective learning and

understanding of the concepts, but also to inculcate confidence in the students. Field-

based project activities and hands-on exposure have been added to make students aware

about handling of worms and their rearing methods. Visit to various sericulture institutes

will clarify their concepts about the bees and their rearing technology.



includes practice sessions as well as the ones in which evaluation is held.




• Regular Presentations: Presentations by the students on a topic will enhance

student’s learning and confidence. The presentations will be assessed based on the

content, novelty, explanation and response to queries.

120

• Viva-voce: Viva-voce is a critical component of assessment of the practical




on their performance in the exams is an indicator of student’s learning throughout

the semester. Assessment of students through final exams analyses comprehensive


Keywords: Cocoon, Disinfectant, Eri, Flacherie, Grasserie, Moriculture, Mountages, Muga,

Mulberry, Muscardine, Pebrine, Rearing, Reeling, Sericulture, Silk moth, Tasar, Textile,

Uzi fly, Weaving

Recommended Books: Manual on Sericulture (1976); Food and Agriculture Organisation, Rome

Ullal, S.R. and NarasimhannaM.N. (1987) Handbook of Practical Sericulture; 3rd

Edition,

CSB, Bangalore

Suggested Readings: Yonemura, M. and Rama Rao, N. (1951) A Handbook of Sericulture. I. Rearing of silk-

worms. Government Branch Press, Mysore.

Ananthanarayanan, S. K. (2008). Silkworm Rearing. Daya Publishing House

Aruga, H. (1994). Principles of Sericulture. CRC Press

Sathe, T. V. and Jadhav, A. (2002) Sericulture and Pest Management. Daya Publishing

House

Yup-Lian, L. (1991) Silkworm Diseases. Food and Agricultural Organization.

Online Tools and Web Resources: • Silkworm crop protection (https://swayam.gov.in/courses/152-silkworm-crop-

protection)

• Sericulture (http://csb.gov.in/silk-sericulture/sericulture/)

• http://csb.gov.in/publications/videos/

• http://www.fao.org/3/x2099e/x2099e02.htm

121

ZH SEC-VI Genetic Counselling

Course Learning Objective:

The course will introduce basic concepts of inheritance pattern, genetic and genomic

basis of traits. It will inculcate basic understanding about genetic basis of a particular

clinical disorder. Updated information regarding causative genes, disease diagnosis and

available treatment options for several single gene and complex genetic disorders will be

provided. Training will be imparted in genetic counselling skills so that students could

participate in effective genetic counselling.


• Get acquainted with the diseases caused by genetic abnormalities.

• Develop the basic understanding of counselling the individuals based on the

deductive methods.

• Deal with the various social and ethical aspects in relation to genetic diseases

inheritance and its predictability in a responsible manner.

• Collect data about the history of a disease in a family and arrange it into a pedigree.

• Be aware and competent of the legalities and national and international policies in the

area. Understand their risk for developing a genetic disease and to make informed

decisions.

Course Content:



Overview of the structure of DNA and RNA; Replication, transcription and translation (in

brief ); Control of gene expression, DNA methylation and imprinting.

Unit 2: Chromosomes 4 hrs

Basics of human cytogenetic nomenclature; Chromosome identification; Various

techniques of karyotyping; Autosomal and sex chromosomal abnormalities

Unit 3: Mendelian genetics 6 hrs

Mendel's experiments - laws and their exceptions; Introduction to linkage and

recombination; Autosomal and X-linked inheritances; Multifactorial, Mitochondrial and

complex inheritance.

Unit 4: Genetics of Human diseases 8 hrs

Molecular genetics of Human disease; Genetic basic of various diseases like Sickle Cell

Anemia, PKU, Thalassemia, Alzheimers’, Diabetes, Hypertension, cardiovascular,

Cancer; Pedigree analysis (Symbols, preparation and analysis); Prenatal diagnosis of

genetic disorders

Unit 5: Genetic Counseling 8 hrs

History, Famous Case Studies, Theory and Practice; Psychosocial aspects for the

individual and the family in connection with genetic investigations; Legal aspects related

to genetics, Medical termination of pregnancy act, PC-PNDT Act and other aspects of

medical jurisprudence.

122

Practical [Credits: 2] 1. Introduction to genetic testing and its types, pre and post test counseling and

evaluation.

2. Recording of family and personal history, Pedigree construction and prediction of

genetic traits

3. Analysis for Mendelian diseases and Multifactorial disorders.

4. Case Studies – Any three popular ones.

5. Colour Vision Deficiency Test using isihara cards.

6. PTC Test- The genetics of bitter taste.


Interactive teaching using: PowerPoint Presentations, Audio Visual aids, Group

discussions and Project work/case studies will be held.

Assessment Methods: • Diagnostic assessment – to check the knowledge base.

• Formative assessment - written test/viva voce to check the retention of the topic.

• At the end summative assessment could be done and students are rewarded on the

basis of presentations. test, project reports theory & practical examination

Keywords: Genetic Counseling, Gene, Chromosome, Karyotype, Inheritance, Autosomal, Sex-

Linked, Disorder, Pedigree.

Recommended Books: • Gardner, E.J., Simmons, M.J., Snustad, D.P. (2008). Principles of Genetics. VIII

Edition. Wiley India

• Harper, Peter S. (2010) Practical Genetic Counselling VII Edition.: London: Hodder

Arnold

• Singh, V.P. (2016) Legal Issues In Medical Practice: Medicolegal Guidelines For

Safe Practice

Suggested Readings: • Klug, W.S., Cummings, M.R., Spencer, C.A. (2012). Concepts of Genetics. X

Edition. Benjamin Cummings

• Uhlmann W R., Jane L. Schuette, B. Yashar (2009). A Guide to Genetic Counselling

123

ZH SEC-VII Environmental Audit

Course Learning Objective: An environmental audit as defined a systematic, documented verification process of

objectively obtaining and evaluating audit evidence to determine whether specified

environmental activities, events, conditions, management systems, or information about

these matters conform with audit criteria, and communicating the results of this process.

The International Chamber of Commerce defines environmental auditing as, “a

management tool comprising a systematic documented, periodic and objective evaluation

of how well environmental organization, management and equipment are performing

with the aim of contributing to safeguarding the environment by facilitating management

control of environmental practices and assessing

• To provide comprehension by the students on ethical principles of audit profession;

• To provide the understanding by the students of general chronology of audit, audit

strategy, audit program and audit procedures;

• To provide the definition of the internal control system, control activity, to provide on

how the financial reporting assertions are related to internal controls, and how the

effectiveness of internal controls is assessed;

• To provide the view on audit risk assessment, its calculation and importance for audit

strategy;

• To present to the students examples of analytical procedures and other types of

substantive procedures performed on audit;

• To introduce the types of audit reports.

Course Learning Outcome: On completion, students will be able to develop the appropriate documentation for an

environmental impact statement and respond appropriately to an environment audit or

environmental management system. • To provide students with information in order to obtain competencies for environmental

auditing

• how the environmental commitments by industry can be monitored and audited

• how potential environmental impacts are described in Environmental Impact

Assessments (EIA)

• how industry controls their environmental impacts through Environmental

Management Systems (EMS)

• how environmental management systems are audited

• how waste is generated and controlled

• other environmental management initiatives such as product life cycle analysis

and sustainability programmes

• To develop ability to plan, execute and document the environmental audit.

• To develop entrepreneurial skills

Teaching-Learning Process: The students will be able given information and concepts about benefits of environmental

audits in Industries and recognise environmental impacts resulting from industrial

activity. They will be taught how to how critically review an environmental management

system. They will be imparted through classroom lectures to inculcate a conceptual base

among the students about the subject. Learning through case studies will be assisted

124

through visits to industries which will create interest, enhance their understanding to

prepare and perform a simple environmental audit and inculcate entrepreneurial skills

among students.

Course Content:

Theory [2 Credits] 30 hrs Unit I Understanding Pollution: 10 hrs

Definition; pollution, Air Pollution: Air pollutants-Sources, primary and secondary

pollutants and particulate matter, HAPs (hazardous air pollutants), Indoor pollution-

different sources. Water Pollution: Sources- direct and indirect, impact of pollution on

water bodies groundwater pollution – sources and effects. Wastes: Source, characteristics,

types, and fate of solid wastes. Metal pollution: Metals in soil, food and water,

elementary idea on metal pollution. Noise Pollution: General features, sources, noise

classification, effects of sound pollution. Radiation Pollution: Man-made radiation,

radiation hazards, nuclear accidents. Pesticide Pollution: Definition; sources, categories,

pesticides in water and effects; elementary idea on IPM. Soil Pollution: Sources, types,

effects of soil pollution

Unit 1 Protection of Environment: 7 hrs

International concerns and efforts for environmental protection; role of United Nations;

Stockholm summit; priority issues; Rio Summit: Sustainable Development; Earth day;

Environment day; ecotourism

Unit 2 Environmental Audit: 13 hrs

Introduction:Definition; types of auditing, Features of Effective Auditing, Programme

planning and organization of Auditing Programme, Pre visit data collection, Auditing

Protocol, Onsite Audit; Data Sampling; Inspection and Evaluation and Presentation,

Audit Report; Action plan, Management of Audit, Benefits of Environmental Audit,

Environmental Audit Programme in India.

Case Study : Any one industries case study from following:- Construction, Metal

Processing, Pharmaceutical, Electrical, Electronic, Fertilizer, Pesticide, any regional

Industry.

Assessment Methods: The assessment of students' achievement in immunology will be aligned with the

course/program learning outcomes.


followed at the University.

• Efforts should be made to measure cognitive as well as applied learning.

• Project work, quiz, problem solving exercise, classroom assessment methods, closed-

book and open-book tests, problem-solving exercises, practical assignment,

laboratory reports, seminar presentation, viva voce interviews, computerized adaptive

testing, literature surveys and summative evaluations by end-semester examination

etc. constitute the different components of the overall assessment.

• Moreover, students should be provided with feedback on their work with the aim of

improving their academic performance.

125

Keywords: Pollutants, Environment Protection and Management, Auditing, Environmental Audit

Programme.

Recommended Books: • Environmental science by S. C. Santra, New Central Book Agency London, Third

Edition, 2015. Humphrey N, Hadley M (2000)

• Environmental Auditing, Palladian Law Publishing Ltd, Cambridge, Isle of Wight.

Hunt D, Johnson C (1995)

Suggested Readings: • Environmental Management Systems, McGraw Hill, London. International Chamber

of Commerce (1989), Environmental Auditing, June 1989, ICC Publication No 468,

International Chamber of Commerce (ICC), Paris. International Chamber of

Commerce (1991), ICC Guide to Effective Environmental Auditing. ICC Publication

No 483, International Chamber of Commerce (ICC), Paris Smets H (1988), The cost

of accidental pollution.

OnlineTools and Web Resources: • E-content on e-PG Pathshala portal of Government of Indiahttps://epgp.inflibnet.ac.in

• www.gpcb.gov.in

• www.cpcb.nic.in

• www.nptel.ac.in

126

Acknowledgements

Department of Zoology, University of Delhi duly acknowledges the contributors and reviewers

in revising the B.Sc. (Hons.) syllabus in LOCF.

List of Contributors and Reviewers

Course

Type

Course Name Contributors Name Reviewers Name

CC-I Non-chordates I:

Protista to

Pseudocoelomates

Sarita Kumar

Renu Gupta

Anjali Priyadarshini

Rita Rath

Ragesh P.R.

C L Jonwal

Pavitra Sharma

Gauri Mishra

Manoj Nimesh

Anubha Das

Vagisha Rawal

CC-II Principles of Ecology Ilmas Naqvi

Parminder Kaur

Jyoti Arora

Ojit M

Varunendra Kumar Rawat

Anubha Das

Sandhya Rai

Nidhi Paliwal

Meenakshi Thakur

Arunima Sehgal

Shivam Tyagi

CC-III Non-chordates II:

Coelomates

Sarita Kumar

Renu Gupta

Anjali Priyadarshini

Rita Rath

Ragesh P.R.

C L Jonwal

Pavitra Sharma

Gauri Mishra

Manoj Nimesh

Anubha Das

Vagisha Rawal

CC-IV Cell Biology Debjani M

Ranjana Seth

Monika Sharma

Debjani M

Ranjana Seth

Monika Sharma

CC-V Diversity of Chordates Lokesh C Mishra

Kanchan Batra

Regina T.

Lokesh C Mishra

Kanchan Batra

Regina T.

CC-VI Physiology:

Controlling and

Coordinating system

Tanushri Saxena

R. K. Sagar

Nisha Vashishtha

Smita Bhatia

Kaveri Chakrabarty

Tanushri Saxena

R. K. Sagar

Nisha Vashishtha

Smita Bhatia

Kaveri Chakrabarty

CC-VII Fundamentals of

Biochemistry

Anita K. Verma

Seema Makhija

Vandana K. Singh

Amit Bhattacharya

Shanuja Beri

Anita K. Verma

Seema Makhija

Vandana K. Singh

Amit Bhattacharya

Shanuja Beri

CC-VIII Comparative Rajni Arora Sadhna Gupta

127

Course

Type


Anatomy of

Vertebrates

Sunita Gupta

Supriya Singh

PriyaGoel

Bipin Aggarwal

CC-IX Physiology: Life

Sustaining Systems

Tanushri Saxena

R. K. Sagar

Nisha Vashishtha

Smita Bhatia

Kaveri Chakrabarty

Tanushri Saxena

R. K. Sagar

Nisha Vashishtha

Smita Bhatia

Kaveri Chakrabarty

CC-X Biochemistry of

Metabolic Processes

Anita K. Verma

Seema Makhija

Vandana K. Singh

Amit Bhattacharya

Shanuja Beri

Anita K. Verma

Seema Makhija

Vandana K. Singh

Amit Bhattacharya

Shanuja Beri

CC-XI Molecular Biology I.K. Singh

Charu Dogra Rawat

Simranjeet Kaur

I.K. Singh

Charu Dogra Rawat

Simranjeet Kaur

CC-XII Principles of Genetics Sukanya Lal

Kamal K. Gupta

Neera Mehra

Chitra Bhasin

Anita Grover

Neetu Kukreja

Charu Dogra Rawat

Gauri Garg

Brototi Roy

Ritu Rai

Richa Misra

Pooja Arora

Jeepinder Kaur

Jasvinder

Sudhir Verma

Madhu Yashpal

Kamal Gupta

Neera mehra

Varunendra Singh Rawat

Sukanya Lal

CC-XIII Developmental

Biology

Anita Grover

Varsha Baweja

Shilpa Bharti

Anita Grover

Shilpa Bharti

Sukanya Lal

SmitaChowdhary

Brototi Roy

Smita Bhatia

Vandana K Singh

Rajni Arora

Versha Baweja

CC-XIV Evolutionary Biology Arunima Sahgal

Sudhir Verma

Varunendra S Rawat

Arunima Sahgal

Varunendra Singh Rawat

Sudhir Verma

128

Course

Type


Komal Kamra

Anubha Das

Sanjukta Das

Jaspreet Kur

Simran jit

Jasvinder Kaur

DSE-I Animal Behavior and

Chronobiology

Kamal K Gupta

Tenzin Ojit M

Anupam Varshney

Rita Rath

Vertika Mathur

Meenakshi Thakur

Vatsala Dwivedi

Shalu Singh

Deepak Yadav

Shovit Ranjan

Cherita

DSE-II Animal

Biotechnology

Neeraja Sood

Rekha Kumari

Deepika Yadav

Neeraja Sood

Rekha Kumari

Deepika Yadav

DSE-III Basic of Neuroscience B. Hareramadas

Amarjyoti

Jasvinder Kaur

B. Hareramadas

Amarjyoti

Jasvinder Kaur

DSE-IV Biology of Insecta Jeepinder Jeet Kaur

S. K. Sagar

Ragesh P.R.

Jeepinder Jeet Kaur

S. K. Sagar

Ragesh P.R.

DSE-V Computational

Biology

Sanjiv Mullick

I.K. Singh

Tarkeshwar

Charu Dogra Rawat

Sanjiv Mullick

I.K. Singh

Tarkeshwar

Charu Dogra Rawat

DSE-VI Endocrinology Brototi Roy

Manisha Sengar

Varsha Singh

Brototi Roy

Manisha Sengar

Varsha Singh

Sunil Kumar

DSE-VII Fish and Fisheries Om Prakash

R. Moses

Luni

Om Prakash

R. Moses

Luni

DSE-VIII Immunology Hardeep Kaur

I.K. Singh

Sadhna Sharma

Hardeep Kaur

Sadhna Sharma

Anju Jain

Indrakant Singh

RajniArora

GouriNandy

Sadhna Gupta

Ravi Toteja

Rigzin Kang

Smriti Aroma

129

Course

Type


Poonam Sharma

MeenaYadav

RenuSolanki

Dinesh Gautam

NeerjaSood

Anita KamraVerma

DSE-IX Parasitology Ojit M

Manish K Sachdeva

Samar Pal Singh

BeenaBhandari

DSE-X Reproductive Biology Sunil Kumar

Meena Yadav

Manisha A. Pandit

Kamal Gupta

Brototi Roy

Sunil Kumar

DSE-XI Wild Life

Conservation and

Management

Vartika Mathur

Meenakshi Thakur

Jyoti Arora

Vagisha Rawal

Radhika Warikoo

Neeti Pandey

Sanjiv Mullick

Vatsala Dwivedi

Thoudam Regina

GE-I Animal Cell

Biotechnology

Renuka Gupta

Archana Aggarwal

Rachna Kapila

Renuka Gupta

Archana Aggarwal

Rachna Kapila

GE-II Animal Diversity Manoj Nimesh

Rakhi Gupta

Kanchan Batra

Manoj Nimesh

Rakhi Gupta

Kanchan Batra

GE-III Aquatic Biology R. Moses

Om Prakash

Luni

R. Moses

Om Prakash

Luni

GE-IV Environment and

Public Health

Swati Biswas

Vartika Mathur

P.V Arya

Anil Bali

Anjali Saxena

Kanchan Srivastava

P.V. Arya

Vineet

Chitra Bhasin

GE-V Exploring the Brain:

Structure and

Function

Amarjyoti

Madhu Yashpal

Shanuja Beri

Amarjyoti

Madhu Yashpal

Shanuja Beri

GE-VI Food Nutrition and

Health

Varsha Singh

Rashmi Saini

Kaveri Chakrabarty

Varsha Singh

Rashmi Saini

Kaveri Chakrabarty

GE-VII Human Physiology Renuka Gupta

Archana Aggarwal

Rachna Kapila

Renuka Gupta

Archana Aggarwal

Rachna Kapila

GE-VIII Insect Vectors and

Diseases

Jeepinder Kaur

Anupam Varshney

Sunita Yadav

Jeepinder Kaur

Anupam Varshney

Sunita Yadav

130

Course

Type


SEC-I Apiculture Rita Rath,

Sarita Kumar

Palle Shree

K Cherita Devi

Radhika Warikoo

SEC-II Aquarium Fish

Keeping

Luni

Om Prakash

R. Moses

Luni

R.Mosses

Cherita

Samar Pal

Om Prakash

Jyoti Arora

SEC-III Medical Diagnostics Sunil Kayesth

Neetu Bhattacharya

Shilpa Bharti

Anupam Varshney

Varsha Singh

SEC-IV Research

Methodology

Sanjiv Mullick

Rashmi Saini

Anita K. Verma

Sanjiv Mullick

Rashmi Saini

Anita K. Varma

SEC-V Sericulture Sarita Kumar

Rita Rath

Palle Shree

K Cherita Devi

Radhika Warikoo

SEC-VI Genetic Counseling Renuka Gupta

R. Kapila

Anju Shrivastava

B.K. Thelma

Renuka Gupta

R. Kapila

Anju Shrivastava

SEC-VII Environmental Audit Anita K Verma

Sarita Kumar

Anita Verma

Sarita Kumar

Anita Verma

Anju Shrivastava

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